Nelmes Fun Zone

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enjoy their time at this exciting well-run club.

Staff provide a safe, relaxed environment for them to play in each day. Children arrive happily and hug staff as they enter the hall. They settle quickly and get on with the afternoon routine.

Children take part in a wide range of well-organised activities. Staff have positive relationships with children and place their emotional well-being at the heart of everything they do. Children are incredibly calm and purposefully engaged in their play.

For example, some children play board games with their friends, while others choose to do their homework. Children ...behave exceptionally well. They have an excellent understanding of the rules and expectations of the staff.

For example, children explain that their friends waiting to play the games console must not step into the 'game zone' (a box that is drawn on the floor with chalk). They go on to explain that this is so that they don't get hurt by accident. Staff have high expectations.

Positive behaviour is promoted through a reward system. This also supports the development of children's self-esteem as they are publicly rewarded for their achievements.

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

Families are highly complimentary of the nurturing staff and the service they provide.

Staff give daily updates on the activities that children have taken part in while at the club and pass on messages from the school. Parents say that they are grateful for how 'helpful and accommodating' staff are. Some children attend the breakfast club from very early in the morning and the after-school club until the late evening and families are 'thankful' for the care that their children receive.

They describe staff as being like 'a second family'.Some staff members work both in the school and the club, and this helps children feel happy and safe in the setting. They have high levels of confidence and self-esteem.

They play cooperatively together by sharing and taking turns. For example, a group of young children tell visitors that they had made gingerbread men at school and they go on to take turns to retell the story: giggling in excitement as they recite the repetitive refrain, 'run, run as fast as you can, you can't catch me, I'm the gingerbread man'.Children with special educational needs and/or disabilities (SEND) are supported well and their needs are swiftly met.

They have a seamless transition from school to the club where staff work closely with teaching staff and families. They speak regularly with class teachers and work alongside them to support children in the club. The manager and staff create an inclusive setting, where every person's needs are respected.

Children show high levels of energy and enthusiasm. They proudly put on a performance to show visitors their achievements. They confidently sing, dance and perform renditions on the piano during an achievement assembly.

Their friends clap in support for the brave and talented performances.Staff support children and families well. For example, they encourage children to complete their homework at the club, to avoid families sitting up late finishing it with their children.

Managers receive feedback from parents and staff to help evaluate the quality of care and the activities provided. However, they do not always get the views of children to find out the activities that will interest them.Children develop a strong understanding of how they can keep themselves healthy.

They are encouraged to make healthy choices at snack times through the meals available to choose from. Children say that they enjoy playing outside where they can eat their snack and play team games such as tag. They have plenty of opportunity to be physically active.

They have access to the school playing fields and climbing equipment.Managers plan fun activities for children. They get ideas from the internet and activities that they have previously planned.

For example, children enjoy rolling a ball over a variety of coloured paints and they watch the patterns created on the paper.Older children are given roles of responsibility, such as finding out which children would like to do craft activities each evening. However, staff do not always give children opportunities to develop their own independence and self-help skills.

Safeguarding

The arrangements for safeguarding are effective.Staff know how to keep children in their care safe. They are confident in identifying the signs and symptoms of abuse, neglect, radicalisation and grooming.

They also know where they need to report their concerns. Staff receive regular safeguarding training and have recently completed training on how to keep children safe online. Staff make sure that the club is safe and well maintained.

They act swiftly to deal with hazards. Managers ensure that all staff are suitable to work with children. Good recruitment and induction procedures help staff to understand their roles in keeping children safe.

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