Little Apples Afterschool Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children of all ages eagerly and confidently enter the club with staff. Children understand what staff expect of them as they hang their belongings up and find their names to peg up on the registration board.

Children show they feel secure. For example, when they notice a visitor, they turn to staff to ask who it is. Children listen to staff's explanation and wave to the visitor to say, 'Hello'.

Children develop strong relationships with their peers and are kind to one another. For example, when children notice friends who are on their own, they locate a ball and hand it to them to involve them in their game. Children enjo...y working together.

They talk to each other about the pieces they need to complete a large floor puzzle and pass these pieces to their friends. Children benefit from the range of activities staff provide and enjoy choosing what they would like to do. They learn to keep themselves safe as they cut up their fruit for snack.

Staff describe how to hold the knives safely and remind children to put their fruit on the flat side so the knives do not slip off as they cut.

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

Staff work closely with parents and the host school to understand and provide support for families and their children. Staff gather information from families and provide support for children with special educational needs and/or disabilities.

For example, the leader increases the number of staff working with children to ensure all children can fully join in activities with their friends.Staff know the children who attend well. They gather information from children when they first start to get to know what they like and dislike.

Staff use this information alongside children's ongoing views to provide experiences and activities for them to enjoy. Consequently, children have fun and engage for long periods of time.Staff encourage children to express how they are feeling.

Staff notice when children become quieter than normal and take the time to speak to children about their emotions and what makes them feel that way. Because of this, children rejoin the group quickly to engage in activities.Staff provide advice to enable children to develop their skills and games.

For example, as children practise their football skills, staff encourage them to aim within certain areas. Staff model how to do this and enthusiastically engage with the children. Children show focus and concentration as they attempt to follow staff directions.

Children enjoy creative activities. Staff provide different resources, such as paint, brushes and coloured pencils, to draw and create 'a masterpiece'. Staff encourage children to think of ways to make different marks.

Children practise using tools in different ways. For example, they tap paint brushes together over paper to create splatters.Staff provide activities that spark children's curiosity and imagination.

Children enjoy making staff potions and drinks. They mix sand and lentils together in different teapots and mugs to serve to the staff. Staff encourage children to use a manikin head to create different hairstyles.

Children work together to produce a variety of different hairstyles; they twist hair into plaits and hold pieces of hair together to put into bobbles.Parents highly recommend the club. They say the staff at the club have gone above and beyond for their children.

Staff get to know their children and work closely with parents to provide additional support where necessary, particularly for children with special educational needs and/or disabilities. Parents comment on the exceptional positive impact this has had, not only at home but also at school. Parents explain that without the strategies the club shared with them and the school, their children would have had a very different school experience.

Staff say they feel valued and well supported by the leader. They state they are confident to ask for support and the leader is always happy to help them develop their skills. The leader plans training for staff to attend to enhance their knowledge.

This helps them provide tailored support to families.

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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