Kg Doodles At St Jude’s

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements The club provides a bright, safe and secure environment, both indoors and outdoors, to support children's learning. Children know the routine and settle in quickly. For example, they line up on arrival, hang their school bags and coats on pegs and line up to wash their hands before finding their chair.

They do this in a calm manner without prompting and appear happy and content.Children develop a good range of coordination skills, and staff ensure that children have ready access to the outdoors. For example, children play sports such as competitive running, football and other physical activities.

They also take part in act...ivities which help them to learn about different cultures and traditions. For example, children enjoy themed meals and paint national flags which represent the backgrounds of all children attending.

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

The ambitious manager is dedicated to her role in developing the practice.

She is committed to providing high-quality, inclusive care and education for all children and their families.Partnerships with parents are good. Parents say that staff find out about their children's needs so they can offer the right support.

Staff share a good range of information with parents and school staff. This communication helps them to offer consistency of care to children.Children are content, settled and have fun at the after-school club.

For example, they remain busy and engaged in purposeful play and experiences.The club is bright, safe and secure. The manager ensures daily risk assessments are carried out.

This helps to minimise risks of accidents and keeps children safe, both indoors and outdoors.Children behave well and enjoy positive relationships with the manager and her staff. For example, when a young children express sad emotion by crying, sensitive staff support them well.

Staff speak with children about their emotions. They respond to children's emotional well-being with cuddles and assurances.Staff support young children with special educational needs and/or disabilities (SEND) effectively.

They work closely with parents, the school and partner agencies to ensure they are well equipped to improve outcomes for children with SEND.Children are supported in completing homework from school during the after-school session. This provides continuity in learning for children from school.

The manager carries out regular professional discussions with staff. She monitors practice to support them in their roles and help identify areas for development.

Safeguarding

The arrangements for safeguarding are effective.

Recruitment and vetting procedures are robust. The manager ensures that staff are suitable for their roles by carrying out thorough background checks. The designated lead person for safeguarding has a secure understanding of her role.

She has completed a child protection course and provides ongoing training and support to ensure that all staff understand the safeguarding policy and procedures fully. Staff are vigilant and understand their role to report any concerns in order to keep children safe. They have a broad understanding of wider safeguarding issues and how to identify and report concerns.

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