Mseplay Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy and confident within the setting. They come in and settle straight away to an activity of their choosing.

The staff team are attentive. They understand children's individual needs and interests and plan the environment accordingly. Children are engaged and focused on experiences provided.

Children's behaviour is good. The setting has clear rules and boundaries in place. During children's meetings, children collaborate with staff to come up with the 'golden rules'.

These are reviewed regularly. When children may display unwanted behaviour, staff are quick to intervene and help them understand why... this is not appropriate.The setting supports children to develop independence skills.

On arrival at the end of the school day, children put their belongings away. When going to the garden, children independently put on their own coats and hats, doing up buttons and zips where appropriate. At snack time, staff support children to peel their own fruit.

When children need help, they understand they can come and ask a staff member. Children with special educational needs and/or disabilities are well supported within the setting. Staff work collaboratively with teachers and other agencies to understand the individual needs of children.

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

The manager has a clear vision for the setting. The layout and structure of the club supports the different ages of the children attending. Staff build up positive relationships with children.

Children share their excitement with staff about the upcoming Christmas party they have planned.Staff are passionate and show genuine enthusiasm and interest while talking with children. They ask questions and allow children opportunities to develop both their language and communication skills as well as their imagination.

Staff strongly support children's well-being. Children are encouraged to become critical problem-solvers and think of alternative ways to tackle any problems they encounter. Staff use lots of praise and encouragement to give children the confidence to persevere.

Children show pride in their achievements, coming to staff and describing what they have created when they complete tasks.A 'prefect' system gives older children a sense of responsibility within the setting and encourages them to be positive role models for other children. Older children are helpful and show care and empathy towards younger members of the setting.

As children make their way to the garden, older children hold open the doors for their peers. They hold the hands of younger children and help them understand the concept of a number recognition game.Staff help children to understand the importance of living healthy lifestyles.

They work in partnership with parents to ensure that the snacks children bring into the setting are nutritious and well balanced. Children have regular opportunities to be physically active in the school playground. Children split into teams to play football and use climbing and balancing equipment with skill.

Children learn about the world around them. The setting has a diverse range of resources including role play and books that allow all children to see themselves positively represented. During children's meetings, children are encouraged to share news that is important to them.

Children listen respectfully to the views and opinions of others.Partnership with parents is good. Parents feel that they are kept well informed of the activities and experiences children participate in.

Communication is effective and parents feel that staff work in partnership with the school to build on children's learning.Leaders and managers are reflective. They meet regularly to discuss what it is they feel they do well and what they would like to continue to build on.

A suggestion box offers parents the opportunity to leave regular feedback for the setting. Children's meetings allow children to share their ideas on what further opportunities the setting could provide.

Safeguarding

The arrangements for safeguarding are effective.

All staff have attended regular safeguarding training. They have a clear understanding of the types of harm or abuse children may face and the signs they may display. Leaders and managers have clear means of recording and reporting any concerns.

All staff understand their duty to keeping children safe and following these procedures. Staff help children and families understand the importance of staying safe online. Children who have mobile phones must hand these in while at the setting and any devices, such as an iPad, used at the setting, have parental locks on and are supervised.

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