Markfield Day Nursery Out Of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive at the club happy and confident. They walk in sensibly, guided by staff and hang up their belongings on the pegs provided. Children continue to be happy and they smile regularly.

They get excited and jump up and down. Children respect one another. They wait their turn in a queue to choose their own items for tea.

Children work together. They help one another complete games. They offer guidance about which parts in a game need filling with a brick.

Children are calm and caring to one another. They call their friends over to join in and involve them in their conversations. Children are proud of what ...they create, achieve and make at the club, and they show staff and their friends different things.

When they win games they call out to visitors 'I won.'Children behave well and they know staff expectations for their behaviour. When children need support, staff remind them of the rules.

For example, when two children begin to fall out over a box, staff encourage them to share and take turns. Children engage in activities for prolonged periods of time.

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

Staff use the children's interests and ideas to set up activities for children to be involved with.

Children can choose what they want to play with. Children are involved in the planning for the activities and resources that are offered. They sit with staff to tell them their ideas.

Staff have positive relationships with the children and their families. They are genuinely interested in what children are doing and engage well with them. For example, children choose board games to play, staff get down on the floor and children ask staff questions.

They take it in turns and answer questions to move around the board.Children are supported to become independent. Younger children are supported to make choices for their tea from a variety of snacks.

Children take their food to the table when they have chosen. Older children open their own snack boxes. Children pour their own drinks, take themselves to the toilet and wash their hands ready to eat.

Children are introduced to new knowledge. For example, a child holds a reel up to their mouth and blows it to make a sound. Staff introduce the child to information about horns and the different names for them.

While children make reindeer faces on cakes, staff share all Santa's reindeer names with them and encourage children to recall them.Children are asked for their ideas. For example, when children start to play with the junk modelling items they comment on what they are doing, while folding items in half.

Staff introduce children to new ideas, such as adding a handle to make a bag, children jump up and down and enthusiastically say, 'yes', then begin making a bag with staff.Children say that they have fun at the club. They tell visitors about their favourite experiences.

For example, they enjoy using rubber bands to make necklaces and bracelets. Other children say that they enjoy the football table and air hockey.Children are supported to be imaginative.

They use rolls of paper, bubble wrap and sticky tape to create outfits. Some children use rolls to make binoculars and boxes to make helmets. Other children use wooden pieces with tape to make different vehicles.

Parents are happy with the club. They say that the staff communicate well with them and share information about what their children have been doing through an online app. Parents state that their children are happy and when they are told they are attending the club they say 'yes'.

They add that the club is flexible to their needs and supports them as a family.Staff feel well supported by their managers. They say that they have regular meetings as well as observations on their practice.

Managers share with them what they can do to improve as well as good practice. Staff feel they can speak with managers about both personal and work-related issues.

Safeguarding

The arrangements for safeguarding are effective.

Staff and managers understand their responsibility relating to safeguarding children and their families. They are aware of signs and symptoms of abuse. They have attended training which has supported their knowledge of wider issues within society, for example county lines and families or children being radicalised.

Staff and managers are confident to make referrals to appropriate agencies when they are required, to support children and their families. Managers have a recruitment process for new staff to ensure they are suitable to work with children. Managers and staff risk assess the environments to ensure they remain safe and suitable for children.

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