Little Market After School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive happily and are greeted by friendly staff.

They engage in a range of activities organised to meet their interests. Children enjoy making themselves a wrap from a choice of fillings while sitting and talking with their friends and staff. They have access to fruit and drinks during the session and staff work with children and families to support any dietary needs they may have.

Space is available for children who wish to complete homework. Staff encourage them to do this as soon as possible, which supports them to arrange their time effectively and to develop helpful study routines to support them in their ne...xt stages of education.Children are friendly, polite and behave well.

Staff support children's behaviour by being positive role models. They gently remind them of how to sit safely on their chairs and direct a group to use a scoring sheet to give more focus to their game of hoopla. Children mix well with others of different ages, slipping off their shoes to get comfy on cushions, sharing books and talking together.

Staff plan physical activities, for example an obstacle course. This ensures children have access to exercise indoors, so they can remain active in all weathers. Children excitedly cheer on others in their team as they complete the challenges set up by staff.

Staff know children well. Younger children are allocated a key person when they join the after-school club to ensure there is a familiar adult when they attend.

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

Leaders and managers put in place procedures to support the smooth running of the after-school club.

There are routines in place to ensure children and staff know what to expect when they are attending. On arrival, children register and put away their coats and bags before choosing an activity. This means they can locate their belongings quickly when an adult arrives to collect them.

Staff plan activities based on their knowledge of the children attending, for example a child plays chess with a member of staff when they arrive, this is a familiar routine, which supports their move from school to the after-school club.Children, including those with special educational needs and/or disabilities, feel comfortable attending. They trust staff and talk about their day at school on the walk to the after-school club.

They are polite and friendly. They confidently mix with children of different ages and who attend different schools.Parents speak warmly about staff at the after-school club and feel communication is good.

They feel supported by the management with any concerns they have and how flexible they are regarding when they need to use the after-school club. One parent said the club 'has really helped and can't sing their praises enough.' Snack time is used to promote healthy eating and independence.

Children prepare their own food and select fruit and milk or water. This is a social time for children and staff, they talk about their day as they eat. Staff sit with younger children to support them if needed.

There are warm relationships between children and adults. Staff playfully lead an obstacle course and demonstrate finishing poses children could use when they complete the course. They support children to have positive attitudes to completing their homework and provide a quieter space for this to be completed with minimal distraction.

Children enjoy joining in with physical activities once they have finished their homework.Staff feel supported by managers and colleagues and there is an effective system in place to support the induction of new staff. All staff receive regular supervision and are encouraged to complete training through the local authority or online platform to further their learning and development.

They are encouraged to share ideas with the rest of the team.

Safeguarding

The arrangements for safeguarding are effective.Staff understand their responsibilities to keep children safe.

There is a system in place for staff to be able to readily access relevant documents regarding safeguarding children. They are aware of the signs that may indicate a child is at risk of harm and are confident to talk about what they would do if they had a concern about a child. All staff are subject to appropriate checks to ensure they are suitable to work with children.

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