Kids in Bloom @ St Nic’s

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children love attending their club after a busy school day. They calmly play with a variety of resources that captivate their interest and keep them highly focused. Leaders place children's interests at the heart of their practice, carefully considering the varying ages, needs and preferences of all who attend.

Younger children use stethoscopes as they play doctors together. Staff know that children enjoy being creative in different ways. They support children to talk about their similarities and differences as they look in mirrors and paint self-portraits.

Children feel valued and respected by the staff, and in return, th...ey express their affection and appreciation by drawing them personalised pictures. Staff and children engage in fun and meaningful conversations throughout the after-school session. They sit at the table together to enjoy healthy snacks and talk about the importance of healthy choices such as hydration.

Children talk enthusiastically about the variety of nutritious snacks that are provided. They discuss their favourites such as the 'big, fat and juicy strawberries on the fruit kebabs'. Children develop healthy eating habits.

Staff use positive strategies to manage behaviour, emphasising calm, consistent approaches without raising voices. Activities, such as creating 'golden rules' with staff, foster a sense of ownership and responsibility among the children. They are skilfully encouraged to reflect on behaviour and self-regulate, contributing to their personal development.

Staff know children well and are extremely positive role models. Outdoor play includes a variety of physical activities, from football to balancing on apparatus. Children develop motor skills, coordination and physical fitness.

Staff participate enthusiastically in bat and ball games, running races and football. Children stay engaged and physically active as they learn that exercise is fun.

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

Staff are approachable, knowledgeable and invested in the children's well-being.

Children who speak English as an additional language are extremely well supported. Staff speak slowly and clearly and use books and resources that celebrate the diversity of the world around them. The club works with schools and families to cater for a variety of dietary needs, including vegetarian, halal and allergy considerations.

The management ensures that the club is an inclusive and respectful environment. Staff are empowered to be themselves, contributing to a positive workplace culture where individual needs are recognised and supported. Robust training and supervision ensure that all staff have detailed knowledge of safeguarding procedures.

Well-practised risk management procedures ensure that the safety of both staff and children is prioritised in potentially dangerous situations. This contributes to a positive, safe and enriching environment for children and staff.Staff communicate with parents when children are collected and pass on school messages where necessary.

Online translation aids are used to ensure effective communication with families who speak English as an additional language. Parents are pleased with the choice of healthy snacks and the creative activities, such as arts and crafts, that children enjoy and often bring home. Parents say that their children are safe and happy at the club.

Transition from school to after school is smooth and seamless. Children from local schools wear high-visibility jackets as staff safely accompany them from school into the club. Children refer to outdoor after-school activities as a 'third breaktime'.

Leaders and staff have designed the club's schedule and structure in a way that makes children feel as if the club is a natural extension of their school day. This helps maintain continuity and comfort in their environment.Children learn how to keep themselves safe.

Staff talk to them about online safety and share information with parents. Staff skilfully encourage children to manage risks during physical activities, such as balancing on outdoor apparatus. Children develop awareness of risk and confidence in making safe decisions.

Leaders and staff work collaboratively with the schools and children to plan meaningful leisure time activities. Staff talk to children about what they are learning in school and, where appropriate, extend this learning. For example, they use connections with the dental hospital to talk about oral hygiene and send home toothbrushes and toothpaste.

With a diverse mix of children and families, the setting uses these connections to promote a positive understanding of race and culture.Staff demonstrate a sincere interest when children talk to them. Through a key-person approach, younger children are guided to understand emotions and empathy through real-life scenarios, such as explaining the ownership of a scooter and how breaking it could affect others.

This approach ties into the early years foundation stage curriculum's focus on personal, social and emotional development.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

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