Little Gremlins After Of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enjoy their time at the setting and parents tell the inspector how much their children enjoy being at the club. Children show they are confident during the session and develop good social skills as they build on their relationships with their peers during activities.

Staff support children well when they start. They carefully consider each child's needs. For instance, they discuss with parents and the school, children's individual likes and dislikes.

This helps children settle quickly. Children are very welcoming and readily greet visitors and talk about their experiences at the club. Staff have made every effort ...to ensure that children have a wide range of experiences following the changes they have put in place due to the COVID-19 (coronavirus) pandemic restrictions.

Children have adapted to the changes which have impacted the club. For example, older children are reminded that they cannot join the younger children to play 'duck, duck, goose' as they are in a different bubble. Children demonstrate their resilience as they adapt their games and activities following the new procedures.

Parents speak with staff about their children outside the building, this is due to current restrictions. Staff also communicate with parents through email, text and through the parent display board. However sometimes the display board is not clearly visible and parents are unable to access all information.

Children behave well. For instance, they follow instructions during snack time and while moving around the school building.

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

Children enjoy being physically active.

They are encouraged to develop their independence skills. For example, children can choose to play inside or outside. Staff provide a wide range of resources for children to access following COVID-19 guidelines and playing within their bubble.

They access, hoops, balls, group and team games.Staff stay with the same bubble of children every day and know their key children well. Staff work together as a team to reflect on their planning and activities to ensure they meet children's needs.

For instance, following COVID-19 restrictions they plan when each group will access the different resources. They are working closely with the school and parents throughout the pandemic to support children's health and well-being.Parents comment very positively about their children's experiences at the club.

They value the wide range of activities and healthy snacks provided. Although managers have systems in place to communicate with parents who cannot enter the building due to COVID-19, the display board is not easily accessible to parents to give them updates. Managers have high expectations of the club and strive to make improvements.

For example, they gather feedback from parents and children using questionnaires. As a result, the manager reviews and updates the resources.Managers follow health and safety procedures to help keep children safe.

They record accidents and incidents which are shared with the parents. The manager ensures children's records are kept up to date. However, systems for filing accidents and incidents need to be improved.

Staff promote children's health. They plan and provide healthy snacks, which the children clearly enjoy. For example, children discuss the different snacks available and what they like to eat at the club.

Children learn about the importance of staying healthy and drinking water throughout the day through staff's gentle reminders. For example, staff support younger children to confidently fill up their water bottles from the jug.Managers support staff through ongoing team meetings and regular supervision.

For instance, they hold meetings using 'zoom'. Staff comment that they are well supported. They have opportunities to continue their professional development through a wide range of online courses.

This helps to keep their skills and knowledge up to date.Staff create opportunities for children to be more responsible. For instance, they encourage children to move independently between the inside and outside space.

Children focus on walking calmly to help keep themselves and others safe. As a result, children behave well.Children become engrossed in their play.

They enjoy a wide range of activities during their indoor play, such as trips to the library, technological resources, and drawing. As a result, children develop their concentration skills.Staff support children with special educational needs and/or disabilities effectively.

They have developed good partnerships with other professionals to provide ongoing support for individual children.

Safeguarding

The arrangements for safeguarding are effective.Managers and staff have a good understanding regarding their safeguarding knowledge and know what they should do if they have a concern about children's welfare.

They work closely with other professional bodies, such as, the school, to ensure that vulnerable children remain safe. Managers follow safer recruitment procedures effectively. Staff are suitably qualified to work with children.

Managers ensure staff have a current Disclosure and Barring Service check. Staff attend training such as safeguarding and attend one-to-one and team meetings. This helps to ensure that staff keep their knowledge current.

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