MFSE

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children eagerly enter this safe, secure club, happy to begin the session.

They thrive on the familiar routine. They place their items on a table and sit ready for group time. They answer their names to a register and staff ask children to share the rules.

When circle time ends, children happily choose where they wish to play and quickly settle and engage in what is on offer.Staff know the children well and what they like to play with. They set up a good selection of resources for them.

Staff plan and rotate activities daily to help maintain children's interests. Children are very engaged in their selected activit...ies. They show sustained levels of focus when they play and interact with each other.

For example, children spend long periods of time colouring their favourite pictures. Children have built close friendships groups.Children enjoy their time at the club.

Staff are attentive and have good relationships with them. They engage in activities with them. For example, children make pretend moustaches out of play dough and show staff and they laugh together.

Staff join in the ball games, which helps focus children's attention.

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

Children of different ages play well together at the setting and, on the whole, children behave well and are polite. Staff are consistent in their approach to addressing unwanted behaviour and respond to any issues promptly.

Children take turns and share. For example, when playing football, older children give younger children the ball so they can shoot in the goal. However, occasionally routines are not as well planned.

For example, children sit for an extended amount of time when they first arrive and become restless and behave less well.Children are encouraged to be physically active. They have opportunities to play ball games indoors as well as spending time on the playground.

They experience the benefits that exercise has on their bodies and release energy.Staff promote good hygiene practices, such as washing hands before they eat. Children enjoy home-cooked food for tea.

For example, they have sausages, mashed potatoes and vegetables. Staff support children to become independent. For instance, children clear away their plates after eating.

This supports children to develop their self-help skills.Children understand the rules of the club. For example, they replace lids of pens when they have finished and put the lids on dough containers.

Children explain that they are not allowed to leave the hall without telling an adult. The helps children to keep themselves safe.Children share their views about the club.

They talk happily about their favourite activities and resources. Children report they are listened to by staff. For example, if they ask for certain toys, staff ensure they meet this request.

If they wish to rest after a busy school day, they choose to sit and watch television. This supports children's well-being.The manager understands the importance of building a strong team.

He conducts weekly meetings to evaluate the effectiveness of the club and discuss his vision for the future. All staff share their views about any developments of the club they would like to see. This places a high value on team working.

Staff are happy and feel well supported by the management team. They report they have regular one-to-one meetings, where they can share any concerns. This helps to support staff's welfare.

Partnerships with parents are good. Parents comment that their children enjoy attending the club and the activities they provide. They are happy with the healthy food the club provide for their children.

Staff ensure that they have good communication with parents and let them know what their children have been doing.

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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