Moores Childcare Services LTD

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 enthusiastic to be there. Staff greet them warmly and ask about their day at school. Children follow the well-established routines of the club.

For example, they instinctively know where to place their personal belongings when they arrive. Children's behaviour is excellent. They share the resources and mix well with children of all ages.

Children have fun and become engaged in their play. They make independent choices on what they would like to do. They choose from a good selection of toys and resources and are confident in asking for help and support from staff when it is needed.
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Children enjoy taking part in games with their friends, such as 'four-in-a-row', and complete jigsaw puzzles. Younger children concentrate and use their imagination to build a pretend house using small building blocks. Children have daily opportunities to play and exercise outside in the large playground at the host school.

Older children thoroughly enjoy playing a game of football together and enthusiastically cheer as they score a goal. Younger children have fun as they push dolls in prams around the playground, being careful not to bump into their friends. Staff supervise children well and join in with their play.

Children enjoy creative activities. For example, they use different coloured pens and pencils to colour in worksheets. Staff admire and chat with the children about their creations, which helps children to feel valued and proud of their achievements.

Children develop secure and trusting relationships with the friendly staff and enjoy their company.

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

The manager is enthusiastic and dedicated. Staff work well together as a team and create an environment where children feel welcome.

The manager is supportive to the staff and is hands on with the day-to-day running of the club. She observes staff practice and uses this as part of the supervision and appraisal arrangements to identify training needs to further develop their practice.The manager and staff act as excellent role models to the children and are responsive to their individual needs.

They talk calmly to the children and in an age-appropriate manner. Staff know the children well and can confidently talk about their individual personalities. Staff's genuine interest in children is evident.

They talk about their families, school life, likes and dislikes. This helps children to develop a sense of belonging.The manager regularly reflects on the setting to identify and make improvements.

For example, she has recently added some soft furnishings, so that children have an area where they can relax after their day at school and enjoy some quiet time. However, the soft furnishings are tidied away before the session has ended. This means that those children who become tired later in the session do not always have an area where they can relax.

Parent partnerships are strong. Staff communicate and share information with parents on a daily basis. Feedback from parents is highly complimentary.

They say their children love being at the club and will often say that they do not want to go home because they are having fun with their friends. Parents say the manager and staff are approachable and value the flexibility of the club in helping them to meet the challenges of their working lives.The manager and staff have positive relationships with teachers at the host school and other schools children attend.

They find out about children's learning and experiences at school to help promote consistency in their care and learning. Children with special educational needs and/or disabilities are supported well. The manager works closely with other professionals and parents to ensure that children receive the required levels of support they need.

Children follow good hygiene practices, such as washing their hands before eating and after using the toilet. Children choose what they would like to eat for their breakfast and snack. They choose from a variety of healthy and nutritious options.

Children display excellent table manners and enjoy the social occasion. The manager liaises closely with local authority advisers on how best to promote healthy eating.Staff promote some independence.

For example, children enjoy the responsibility of helping to hand out plates at snack time. However, staff do not always consider how children's independence and sense of responsibility could be further promoted.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff monitor children's attendance and maintain good communication with parents and professionals. They know their responsibilities in relation to safeguarding children. Staff have a clear understanding of the signs and symptoms that may indicate a child is more vulnerable or at risk of harm.

They know how to refer any concerns about children's welfare to local safeguarding partners. There are safe recruitment procedures in place to ensure the suitability of staff who work with the children. The manager and staff undertake regular training to ensure that they remain up to date with any changes that might affect their work with children.

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