Kidz R Us

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements The atmosphere of the club is very welcoming and positive. Children arrive happy and are greeted by the friendly and kind staff team.

Staff ensure that children know the club's routines well. Children illustrate this as they hang up their coats, put away their belongings and promptly engage in the wide range of activities staff provide. Laughter and excitement echo through the club as children have fun playing a range of games.

Staff provide a variety of play spaces, where children can engage in play or simply enjoy some quiet time with their friends. Children confidently tell visitors how much they enjoy the club and what... they like to play with. For instance, they say, 'I have lots of fun using the scooters and climbing frame.'

Staff encourage children to develop their independence skills well. For example, children practise their independence by pouring their drinks and self-serving their food at snack time. Children of all ages play very well together.

They take it in turns to play games and share the resources available to them. For example, during organised indoor group games, such as 'What's the time, Mr Wolf?', children take turns to be 'Mr Wolf'. This helps children to build a wider friendship group and builds tolerance and respect.

Staff praise children effectively and encourage them to persevere when things are challenging at first. For example, children show perseverance and determination when using scissors to cut out complex pictures. This helps them to build good levels of self-esteem.

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

Leaders implement a rigorous process of recruitment and induction for new staff that fully equips them to understand their roles and responsibilities. Staff are supported exceptionally well with effective supervision and training opportunities. For example, recent training has improved their understanding of how to support children with special educational needs and/or disabilities (SEND).

All staff speak positively about how leaders support their well-being and how they are a close-knit team.Partnerships with parents are excellent. The staff team ensure parents receive up-to-date information about their children's experience at the club.

This includes providing daily face-to-face feedback. Parents comment that they are very happy with the care their children receive. They feel that their children are safe, happy, and often not wanting to leave at home time.

Leaders understand how to reflect on the quality of the provision. They identify areas for further development through observations and talking to parents, children, and staff. For example, leaders have identified that staff would benefit from further behaviour management training to extend the strategies they use in the setting.

Partnership with the host school is strong and effective. Younger children are assigned a key person who is responsible for helping them settle in and feel secure. Key persons build secure links with the reception class teacher and parents, to ensure the exchange of important information.

This helps to promote continuity in care and learning.Staff know how to effectively meet the needs of all children, including those with SEND. They find out about children's individual interests and preferences before they start at the club.

For instance, they ask parents to complete an 'All About Me' document that seeks details about children's likes and interests. Staff make effective use of this information to provide enjoyable activities as well as cater for any specific needs.Children's physical development is supported well.

For instance, they zoom around on scooters and ride on wheeled toys in the play ground. Children enjoy clambering up the climbing frame and balance along ropes, developing good core strength. They develop their fine motor skills and hand-eye coordination as they tear tiny pieces of tissue paper to create poppies for Remembrance Day.

Children take part and learn about different religions, traditions, events and cultural celebrations beyond their own. For example, staff plan craft activities that link with important events, such as Remembrance Day. Children show a good understanding of the significance of poppies and discuss how 'brave' soldiers are.

Staff offer children plenty of opportunities to keep themselves healthy. For instance, they provide nutritious snacks and engage children in discussion about healthy food options. Children of all ages know to stay hydrated and independently access a drink of water when needed.

They understand good hygiene procedures and wash their hands before eating. This helps children to understand how to live a healthy lifestyle.Staff are good role models and gently encourage children to follow rules.

For example, children line up and wait patiently for their turn to serve their own food at snack time. Staff teach children about how to keep safe in the setting. For example, children understand that they must wear a helmet when using wheeled toys in the play ground.

This helps children to understand risks in the environment.

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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