Marsden Kids Club Community Interest Company Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are secure, happy and feel valued in this setting. They walk in pairs and are carefully supervised on the walk back from school.

Staff stop the traffic at roads, so that children can cross safely. They organise the setting well and create a familiar routine. Children know what is available, what is expected and what is coming next.

Children are given choices and take turns as they settle into the session. They choose what to have for snack and whether to read a book or join the group for 'show and tell'. Children learn about each other and praise the achievements of others.

They are confident, friendly an...d curious. Children introduce themselves to visitors and ask questions.Staff are deployed around the hall among children.

They encourage children to participate in games and activities. Interactions between adults and children are positive, playful and engaging. For example, when children play a questioning game of 'guess who', staff are enthusiastic and encourage children with clues.

Children ask questions and get excited when they know the answer. They enjoy making a head with cotton wool and grass seed. Younger children watch older children and concentrate as they stuff the sock and choose eyes to make a face.

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

Children choose a healthy snack and sit together at tables to eat and chat. Older children comment that they love it at the setting. Children say that they enjoy the opportunity to chat and play together without the internet.

Staff know children well. Children's views and beliefs are valued. Staff promote inclusion, diversity and gender awareness.

They are sensitive to the care needs and privacy of children. Staff monitor the toilets, supporting younger children when necessary. Children are reminded to wash their hands before they eat.

Staff operate a key-person system for pre-school children. Staff choose to keep a book for recording their observations and progress of children, and the events that they take part in. They share these with parents.

Parents speak glowingly of the setting. They say that their children are happy and enjoy the activities and spending time together out of school. Parents appreciate the kindness of staff and say that communication is good.

They say the setting is part of their community. Parents feel that they know staff well and always feel welcome. Staff share information with parents in daily conversations, through emails and a social media page.

Managers and staff meet for a briefing before each session. They check the list of children to be collected, what snacks and activities are available for children and how staff will be deployed.Staff work well together, for example they share the responsibilities for answering the door and greeting parents.

Staff have regular staff meetings and identify areas they would like to develop, such as enhancing the outdoor provision.Staff involve children in their plans. For instance, children have helped to plant seeds that are growing on the windowsill and will be planted in raised beds outside.

The manager has a vision for developing outdoor practice. She recognises the value of outdoor provision and that children enjoy being outside.Staff attend the local school each day and develop good relationships with staff and families there.

Managers receive regular updates about local safeguarding procedures and use these to update the setting's policies.Managers liaise with other agencies and professionals to access support and training. Staff have recently undertaken training and are enthusiastic about this, saying that they feel more confident in their role.

Managers carry out staff appraisals and suitability checks with staff. This helps them to plan a programme of continuous professional development for individual members of staff.

Safeguarding

The arrangements for safeguarding are effective.

Staff are knowledgeable and recognise the importance of their role in identifying, helping and managing safeguarding. They know how to make a referral about an adult or child and where to get more information and support. Managers display information, guidance and relevant contact numbers in the setting and share these with staff in the safeguarding policy.

Staff accurately complete attendance registers and check during the sessions at key points, such as leaving school and arrival at the setting. They record accidents and share these with parents. Staff know how to keep children safe on the internet and social media.