Little Hands Adventure Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Staff value each child as an individual. They know the children well and ensure that they are happy and comfortable. Children respond to this and are settled and secure.

They thoroughly enjoy their interactions with staff, which contribute significantly to supporting children in developing their confidence and good social skills. For example, older children who have left often spontaneously visit the club. They share their fond memories of attending and are warmly greeted by staff and children.

Staff have high expectations for children's behaviour and act as good role models. Children reflect this and are kind and caring. ...For example, older children explain their play to younger ones and support them to join in.

The positive environment and encouragement from staff support children in developing new skills. For instance, children develop control and coordination as they learn to play a tabletop game. They listen to instructions and persevere until they succeed.

These sensitive interactions aid children in developing the skills that support their learning. Ongoing discussions and activities aid children in understanding healthy practices. For example, children make sandwiches, deciding which fillings are the healthier options and discussing the effects of different foods.

Staff supervise children well and support them in understanding safety. For instance, they talk sensitively with children about accessing the internet safely.

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

The manager works in partnership with staff to continuously review their practice.

They evaluate this honestly, noting their strengths and identifying areas for further development. They are currently looking at improvements to the outdoor area so that they can offer children further play opportunities.The manager acts as a good role model to staff and offers them effective supervision.

She promotes staff's well-being and supports them to develop their practice. For example, she shares current research and good practice ideas with staff, helping them to develop their own knowledge and extend the opportunities they offer children.Staff fully appreciate that this is out-of-school care and children need time to relax after a busy day.

They successfully balance this with offering children interesting activities and intervening when needed to aid children in extending their play. For example, when children play a skittles game, staff encourage them to count and keep score. Children are then inspired to work together as they cut out paper and card and make a 'bowling alley'.

Staff support children well in developing their language and communication skills. For example, they encourage children to talk about the activities they are engaged in. Children describe their play and staff build on this by introducing new vocabulary and ensuring that children understand this.

For instance, children talk about the buildings they are making with the wooden bricks, stating 'This is the museum walkway and entrance'.Children demonstrate positive attitudes and have fun while developing their knowledge and skills further. For example, children using wooden blocks work cooperatively together as they determine what to build, respecting one another's ideas.

They experiment to find the most effective way to set the blocks out before adding a roof to their structure.Staff know children well and offer activities that reflect children's interests. For example, children who enjoy craft activities develop their creativity as they decorate plaster models.

They experiment as they mix paint colours, concentrating as they carefully create paint effects and patterns.Children learn to listen, negotiate and compromise as they participate in making decisions. For instance, they talk with staff about what they like at the club and help determine the daily menus.

Parents speak highly of the club. They praise staff and appreciate the many activities they offer children. Staff communicate well with parents, ensuring that they know what children have been doing and using information from parents to better understand children's needs and interests.

This good understanding of each child is further enhanced by the strong partnerships staff build with the schools children attend.

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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