K and C Kids Cabin Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive at the club in a bubbly manner and are eager to play with the activities on offer.

They confidently move around the hall and choose what they want to play with. Children talk to staff about their day in school and chat among their friends. They develop positive relationships with staff and each other.

Children cooperate, share toys and play well together. Ten-year-old children help four-year old children to create a marble run. They solve the problem of how to fix the pieces together and wait in anticipation to see if the run works.

They scream with excitement as the marble comes out of the shoot. ...This inspires them to make the run longer and taller.Children show positive attitudes towards their play and engage for long periods of time during activities.

They develop their small-muscle skills while making poppies out of plastic recycle bottles. They use glue spreaders with control and carefully place the red paper on top to make their creation. Staff encourage the children to talk about Remembrance Day.

Children listen and concentrate as they discuss soldiers, Second World War and what a minute silence means.

What does the early years setting do well and what does it need to do better?

The staff provide a 'welcoming atmosphere', which supports all children. Children are encouraged to share their views about the activities that they enjoy.

Staff have put together a children's board. This gives children a sense of belonging as they are able to self-register and decide about activities they want to do. For example, whether to have a film or party at Christmas.

This also helps children to make decisions about their club.The manager has good relationships with the school and reception teacher. She works in the school, which helps her to be able to complement what the children are learning.

For example, children learn about machines in class. Staff at the club are eager to extend this and provide an activity for children to make rocks out of play dough for the digger to move, and to make cut-out pictures of tractors to show farming machinery.Staff have good partnerships with parents and inform them about what their children have been doing.

They have a parent noticeboard that provides parents with information about the week's activities. Staff talk to parents at collection time and pass on messages from school. Parents speak highly of the club.

They say their children are very happy and enjoy the activities on offer. They comment that the staff are friendly and easy to approach to talk about their child.The providers are reflective and have a clear overview of the club.

There are effective systems in place for staff to regularly meet to discuss, plan and review the service they offer. Staff benefit from training to enhance their knowledge and skills. For example, they attend a course on 'children's mental health' because of the COVID-19 pandemic.

From this, the manager has set up a new 'chill' zone away from all the activities with cushions, beanbags and 'wobbly' chairs. So, children can go and chat to their friends, read a book quietly or chill out after a day at school. This helps to promote children's emotional well-being and social skills.

Overall, care practices are good. Children have access to an outdoor area and benefit from fresh air and exercise. Staff encourage children to follow consistent hygiene practices to reduce the spread of germs.

However, staff do not promote healthy snacks to help the children learn about a healthy diet. For example children have chocolate biscuits for snack most days.Staff promote children's behaviour.

They encourage children to play together and talk about being kind and helpful. Staff interact with children with enthusiasm and get down to their level to talk with them. However, there are times when staff do things for children that they could do for themselves.

For example, while children take part in art and craft activities, staff take lids off the glue and playdough pots before the children try and to do this for themselves. This does not support children to develop their independence.

Safeguarding

The arrangements for safeguarding are effective.

The providers ensure that all staff undergo robust recruitment checks to ensure that they are suitable to work with children. Staff access safeguarding training and leaders check that this knowledge is kept up to date. Staff have a good understanding of how to identify children who may be at risk of harm.

They know what to do should they have concerns about children's welfare or the conduct of a colleague. Staff have a broad understanding of safeguarding issues, such as female genital mutilation and 'Prevent' duty. Staff supervise children well and check the premises daily to ensure it is safe and secure for the children to play in.

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