Kids Kabin, Abbey Lane

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are collected from a local school. They are very familiar with the routine and gather at the meeting point in the playground. A small group of children spoke with the inspector as they were walking to the club.

They explain that they are going to make something with beads when they arrive. Children also say that the club is 'great', that they 'love it' and 'feel safe'. They are well behaved, enter the club in an orderly way, remove and hang their coats.

Staff have fully considered the interests of each child when planning and resourcing the club. This means that every child finds an activity they are interested in.... Staff have high expectations of children and remain committed to helping them make good progress and be the best they can be.

They continue to assess children's development and plan activities that complement what they are learning in school. For example, children practise writing their names. A group of children complete a football computer game.

They find the game exciting and there are loud cheers. Others become fully engrossed in a craft activity and the younger children gravitate towards the home corner. They stock the café and begin to serve food and drink to their friends and the inspector.

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

Children enjoy their walk from school even when the weather is windy, cold and wet. Staff are very observant looking for hazards and focus on keeping children safe. Each child has a partner to walk with.

They know to stay on one side of the pavement, stop at crossings and walk steadily across the roads.Staff are friendly, cheerfully greet children and give them a warm welcome. They take care to ask children how their day has been and what they have done at school.

Staff know the children very well. They know their personalities and what they like to do. This helps them to plan a session full of variety that children enjoy.

Children are proud of their club and are involved in decisions that affect them. They discuss and agree club rules and are keen to contribute their ideas about new activities and resources they would like.Staff have developed photograph albums of the different activities children take part in.

They also monitor and evaluate how successful an activity has been and use the information to decide whether to include it in their future planning.Staff have a well-established partnership with the school children attend. They are informed what the termly topics are and thread this through their own planning.

This enables children to continue with what they are learning at school if they wish to.Parents speak highly of the experiences their children receive at the club. They are keen to stress that they know their children are very safe and well cared for.

Before children start at the club, parents are asked to provide information about their child. This includes what they know about their child's development as well as their health and care needs. This helps staff ensure that children are well provided for from the day they start.

The communication link with parents is good. Staff provide parents with a brief update of how their child has been and they pass messages to them from school.Staff are longstanding and very committed to their role.

They work well as a team and enjoy what they do. Staff say that they are supported by management and have a good work-mlife balance. All staff contribute to the evaluation of the club and feel that their opinions are valued.

Children contribute to the club rules and know not to shout. However, staff are not consistent in their message to children about the need to keep the noise to an acceptable level. As the volume gradually increases, so do children's voices and they can be heard above others.

This is sometimes distracting to children who wish to play quietly.

Safeguarding

The arrangements for safeguarding are effective.Leaders, managers and staff attend regular safeguarding training.

Staff know different types of abuse and possible signs and symptoms. They are familiar with the procedures they must implement should they receive an allegation against a member of staff. Staff have attended training to update their knowledge of wider issues, such as forced marriages, grooming, radicalisation and extremism.

They know what the safeguarding procedures are that they must implement should they feel a child is at risk. This helps to keep children safe. The recruitment, supervision and mentoring of staff are robust and help to ensure that staff working with children are suitable.

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