Kneesall Out Of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children greet staff with a smile when they are collected from the host school and show that they are happy to attend the club. They build strong bonds with staff and form secure friendships with other children. Children demonstrate that they feel safe and secure.

Staff have high expectations of children's behaviour. They encourage children to develop boundaries in the club, for example to ask before they use other children's toys and equipment. Children know the rules and say that, 'If someone brings a pencil case, other children are not allowed to take things without asking first.'

Staff talk to children about e-safety ...and monitor the time they spend on technology. Children write their name on a piece of paper if they want a turn on an electronic game. They learn to share the equipment.

Staff give children plenty of praise and encouragement for their achievements. This helps to raise children's self-esteem and confidence. Children's voices are heard in the club.

Staff ask children what activities they would like to do and value their comments. For example, children have unique opportunities to decorate biscuits. Staff provide icing and other toppings and talk to the children about different shapes they stick onto a biscuit.

Children recognise shapes such as stars and hearts.

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

The manager and staff reflect on the service they provide for children. They actively seek the views of parents and children and use this information to identify ongoing changes to the club.

Recent improvements to resources offer children further opportunities to develop their interests in small-world play. For example, children play with a doll's house and small figures.Staff have a good working partnership with the host school.

This helps the manager and staff to understand the needs of children. Staff find out what children learn during their day at school and complement this in the club. For example, when children learn about minibeasts, staff offer children opportunities to play with other animals.

Children put toy octopuses on a blue piece of carpet and say that they are 'in the sea'. They put dinosaurs on a brown piece of carpet and say that they are 'on land'. Children show good levels of concentration.

They build further on the skills they learn at school.Staff find out information about children's likes and interests when they first start attending. This helps them to plan activities and experiences that children enjoy.

Children settle quickly at the club.Staff speak to parents daily about children's achievements. Parents comment positively about their children's experiences in the club.

They say that staff are 'helpful' and that their children ask to go to the breakfast and after-school club.The manager invites staff to attend appraisal meetings. This enables staff to reflect on their practice.

Staff bring their knowledge of childcare and their own personal experiences to the club. This helps them to develop activities and experiences for children, such as a varied range of craft activities.Staff do not consistently remind children to wash their hands to promote positive hygiene practices, for example before they join baking activities.

Staff offer children healthy snacks. They provide opportunities for children to try foods from other countries. This helps to enhance their experiences and to develop an awareness of the world.

Staff ask children to carry out small tasks, such as to hand out plates to other children at snack time. Children respond promptly to requests and follow instructions. This helps them to gain a sense of responsibility.

Staff offer children a good range of toys and resources. Children access these independently and follow their interests.Staff hold conversations with children and listen to their views.

Children are confident and keen to share their thoughts and ideas. They say that they like 'colouring with the pencils'.Staff provide opportunities for children to be physically active.

For example, children copy dance moves that are displayed on a computer game.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff know their responsibilities to safeguard children.

They attend child protection training and know where to report any concerns about children's safety or welfare. Furthermore, they are aware of indicators that children may be at risk of extreme views or ideas and wider aspects of child protection. Staff supervise children well.

They are always in sight and hearing of them. Staff check resources and the space that children use and remove any identified hazards. This helps to provide a safe environment for children to play.

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