Kidz Own Out Of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive happy and are warmly welcomed into this safe and familiar environment.

Children know the daily routine and quickly wash their hands before they line up to get their snack. Snack time is used well for children to socialise with their friends and talk about their day at school. Children quickly settle into activities and show sustained levels of interest in their chosen play.

For example, children cooperate with each other as they build a train track and play their imaginary games. Others are inspired by the craft activity and become absorbed in making their caterpillars, spiders and butterflies. Children are... eager to talk about the life cycle of the butterfly and the caterpillars and cocoons they are observing at school, and staff reinforce this learning well.

Children clearly enjoy their individual play and whole group activities. For example, they are eager to take part in their daily music and movement session as they pretend to be sleeping spiders and butterflies. They delight in jumping, singing and being active.

Outdoors, children choose to use the large-scale construction and work together to create complex structures. Boys and girls equally thoroughly enjoy being physical as they use the bubbles, various balls and hoops, and play team games.

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

There are clear roles and responsibilities and the leadership team work closely with the managers to ensure the smooth running of the club.

The staff are enthusiastic. They show a genuine interest in children and provide a varied range of play opportunities for their enjoyment. There are effective systems in place to monitor staff performance and to promote their well-being.

They benefit from ongoing support, guidance and training to continually build on their knowledge and skills.Partnerships with the on-site school are very strong. The head teacher of the school is also part of the leadership team, and regular committee meetings result in a good exchange of information.

Staff talk to teachers daily to ensure they are fully up to date about children's care and emotional needs to help provide consistency for them. This strong partnership working also helps staff provide fun activities to build on what children are learning at school. In addition, staff provide extra support to help close gaps in children's learning, such as providing enjoyable mathematics and literacy activities.

This committed team know children and their families well. Staff plan for their assigned key children and know in detail about their individual needs and family circumstances. Staff regularly upload information onto the electronic systems about the children's time at the club.

This gives parents instant information about the activities children take part in and keeps them updated about their care. There are effective systems in place to obtain the views of parents, including regular surveys, which are overwhelmingly positive. Any suggestions are considered and acted on swiftly.

Children are supported well to think about the needs of others and share and play harmoniously. They learn about communities beyond their own experiences and learn to respect each other and their differences. For example, children learn about French, Japanese and Chinese customs and about the importance of fair trade.

Staff ensure all children have plenty of opportunity to be outdoors in the fresh air. They are good role models and are energetic and play alongside children as they play chasing games. The snacks provided are healthy.

Children learn about the benefits of eating a healthy diet and the importance of exercise and limiting sugar in their diet.Promoting children's personal, social and emotional well-being is a clear priority. Staff carefully observe children and their interactions and focus on ensuring children are happy and settled at the club.

They ensure children have the freedom to choose and play with their friends. Staff make the time to have discussions with children about their day, experiences and interests.

Safeguarding

The arrangements for safeguarding are effective.

There are effective systems in place to ensure all staff are suitably vetted and inducted and their ongoing suitability assessed. Staff receive up-to-date training and have a secure knowledge of the signs of abuse and the procedure to follow if they have a concern about a child. There are robust systems in place to work closely with the staff at the school to share any concerns about children's welfare and safety.

The environment is safe and risk assessments are carried out to ensure activities are safe. Staff teach children about the rules in place to keep them safe and how to stay safe when out and about. For example, outdoors, children have helped make a pretend road and learn about road safety.

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