Little Angels’

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements There is a real sense of family in this warm and welcoming club.

Children say that they really enjoy spending time with their friends here. They are well mannered and treat each other with care and respect. Expectations of behaviour are high.

After small disagreements, staff take time to discuss the resolution with children. They talk about how children are feeling and what can be done to make their friends feel better.Children are able to access a stimulating range of resources that match their interests and stages of development.

They enjoy a relaxed and calm atmosphere in the familiar spaces of the school hall ...and playground. Staff ensure that the children are safe. The youngest children feel secure as they are supported in their play by the older children.

Staff play alongside the children, supporting them to extend their play ideas.In response to COVID-19 restrictions, there have been some changes to practice. Parents no longer come into the club to collect their children.

Children have adapted well to this and confidently gather up their things at the end of the session. Staff take time to chat with parents at the door. As restrictions are relaxed, staff plan to return to their previous practice of encouraging children to help to prepare their own snack.

In this way developing their independence.

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

Partnership working with the host school is excellent. The majority of the staff work in the school during the day and so know the children extremely well.

These relationships are reinforced by beautifully supportive interactions. Staff notice if a child looks sad and respond quickly. Children are listened to and valued.

They proudly report their achievements in school to staff and these are celebrated.Children enjoy a healthy snack together. During this time their self-help skills and independence are promoted.

They get their own drinks and select their preferred snack. Older children take responsibility for ensuring that their younger friends have sanitised their hands before selecting their snack. This helps children to be aware of the needs of others.

Outdoors, children practise their physical skills using the school climbing and balancing equipment. This offers some physical challenges, which the children enjoy. The risks involved are managed well.

Staff talk with children about why they may be too small to access some areas and support them to find alternative play ideas. This supports children being aware of their own personal safety.Leaders and staff effectively support the most vulnerable children, including those with special educational needs and/or disabilities.

When children require something additional or different this is provided sensitively, so that all children can be included in the play. Activities are planned to meet the needs of the youngest children. They particularly enjoy making mud pies in the outdoor playhouse.

Parents are extremely happy with the standards of care offered by the staff. They value the commitment of the staff and the flexibility shown to meet the needs of families. Parents report that their children come out of the club smiling and laughing.

Sometimes children are disappointed when it is time to leave because they are having 'lots of fun'. Parents feel that they are listened to by the leaders and staff. Staff ensure that information from school is passed on to parents.

This provides a consistency of care.Leaders have a clear vision for the club and work hard to offer a high-quality service. They seek the views of staff and children and use this information when planning activities.

The close links to the host school mean that many activities build on the interests that children have in school. Leaders take a very hands-on role in the provision. This can sometimes mean they are not taking sufficient time to reflect and evaluate practice.

Staff are well supported by leaders and managers. They receive a detailed induction, which enables them to carry out their roles and responsibilities well. Leaders are proactive in providing for staff well-being and professional development.

Leaders match the skills and interests of staff to areas of responsibility for planning. This helps them to plan vibrant and stimulating activities that children love. For example, painting a sunflower or having a dolls' tea party in the shade of a tree.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good understanding of how to keep children safe from harm. They are aware of the signs that may indicate a child is at risk of harm and know what processes to follow in order to protect them.

They access child protection training and take part in weekly quizzes, to keep their knowledge up to date. Staff follow robust processes to ensure that children are safe in the provision. They cross check registers to ensure all children expected have been brought over from school.

Access to the premises is monitored well. A visual intercom system enables staff to check a person's identity before letting them in. This supports children being cared for in a safe and secure environment.

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