Little Gem’s Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive happily at this after-school club.

They settle quickly and clearly know the routines. For instance, they come in, hang their belongings up and wash their hands before settling down to eat or play. Children and staff interact well together.

Children engage in activities, and staff support their ideas. For example, children who attend both the breakfast and after-school club give staff ideas of what they would like to do when they return from school. Staff effectively support all children's emotional well-being.

The special educational needs coordinator liaises with staff at schools and other agencie...s to ensure that the individual needs of children with special educational needs and/or disabilities are met. Children's behaviour is very good. Staff set clear rules and routines and remind children about these at key points during the session.

For example, children remind their friends of the rules if they see these being broken. For example, they remind others not to run inside. Children mix well with friends of all ages.

They invite others into their play and are imaginative with their games and ideas. Staff engage effectively with children. They join in suggesting ideas for games.

Staff know when to step back and allow children to take the lead in their own play and learning. For example, children thoroughly enjoyed making gingerbread houses with biscuits. They used problem-solving skills as they mixed up their own icing to the correct consistency to pour over the top as snow.

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

Children are enthusiastic about attending the after-school club. They confidently talk about the things they enjoy doing while they are there. Children say they wish they could stay longer and attend more sessions.

They have built secure relationships with their friends at the club. Children's well-being is high.Relationships between staff and children are friendly and respectful.

Staff acknowledge that children have had a busy day at school before they attend. They provide activities to allow children to relax and enjoy their time with friends. Staff's interactions are warm and supportive.

They praise children for their achievements and listen to children who want to chat about their day.Staff form good relationships with parents and carers. They regularly share information with them about their children's day and what activities and experiences they have been completing at the setting.

Staff send regular photo updates to parents to let them know they have arrived safely at the club. Parents are incredibly happy. They praise the flexibility and the kind and caring staff team.

Staff know the children well. They collaborate with school staff highly effectively. For example, they exchange information with teachers at school.

This includes finding out how children have been throughout the day. Staff pass on these messages to parents and communicate well. This supports children's well-being.

Staff help children to understand what to do in an emergency to protect their health and safety. For instance, they complete termly fire drills. This teaches children how to behave and where to go in the event of a fire.

Children enjoy the time they have to sit and chat to their friends as they eat. When children arrive, a selection of healthy food is provided for children to help themselves to. They are keen to share information about their day at school, while others speak about their plans for what they want to do at the club.

For those staying until closing time, a hot meal is provided where all children come together to eat before they leave for the day.Leaders are passionate about the club and what they offer. The whole staff team have regular meetings to discuss improvements and make plans.

Staff feel incredibly well supported by the manager and the nominated individual, and are provided with opportunities to further their own learning and development.Children are provided with opportunities to get fresh air and exercise. They use the garden or take trips in the local environment to visit parks.

Children are taught about how to keep themselves safe when outside of the setting. For example, they know when walking back from school or when going to the park they need to walk in pairs, and to be vigilant about what is around them.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a good understanding of child protection matters. They access appropriate training that enables them to identify the signs and symptoms of abuse or neglect, including how to identify those children who may be at risk. Staff know how to report concerns about a child's welfare.

Staff are aware of the whistle-blowing obligations and know how to report any concerns about the behaviour of a colleague. Staff know the roles of their relevant safeguarding professionals and how to contact them. Daily risk assessments are completed to ensure the children's safety.