O.S.C.A.R.S

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children say that they enjoy coming to the before- and after-school clubs and there is a happy buzz within the setting. Children arrive with enthusiasm and are warmly greeted by staff. They wash their hands and help themselves to a variety of snacks, familiar with the planned routine.

Reception children, like those who are older, show great independence and confidence. The children understand behavioural expectations. They follow instructions promptly and are polite and considerate of others.

Children of different ages play well together. Staff help children to resolve any minor disagreements successfully. Children clearly... enjoy the company of the staff, who make sure every child is occupied and happy.

The staff encourage children to choose activities and know each child's interests and abilities. They offer ideas to extend activities. For example, they suggest more challenging ball games.

Children take it in turns to throw a ball into a container from different distances and positions. The boys involved become competitive, provide verbal support for their friends and cheer whenever 'they score'. Staff embrace children's ideas.

For example, children suggest making dens or 'bases' and staff facilitate this by providing a range of equipment and resources. Children link up to discuss structural designs and how to solve problems that arise during construction. Staff members are readily available to offer any required assistance.

Once built, children use their imaginations to initiate role play within and between the dens.The children confidently chat with staff, teenage helpers and visitors about activities past and personal experiences. The youngest children particularly like to involve the helpers in their play.

For example, they practise ball skills, instruct helpers to help in construction activities and to take on the roles of frogs and ponies in make-believe stories.

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

Staff have a very good awareness of children's individual needs, interests, life experiences and family backgrounds. They use this knowledge to ensure that every child is included and valued.

Staff know when children need extra emotional support. They listen carefully to the children and are highly responsive to their needs.The play leader and deputy are highly competent and enthusiastic in their roles.

They work well together. They understand their role and responsibilities and instinctively know when to play an active role in children's play and when to let them play freely.The staff make excellent use of the school indoor and outdoor facilities.

As a result, children have plenty of opportunities to develop their agility. They use climbing structures with confidence, learn the rules of tennis and gain good ball control, and they run, scoot and cycle skilfully at speed.Staff provide a good balance of active and quieter activities.

For example, after much active play outdoors, staff suggest finding a shady spot and children enjoy a quiet group game.Staff are vigilant in their supervision of the children. They help children to understand safety risks without inhibiting their play and exploration.

Parents give high praise to the staff and report that their children love attending. Parents appreciate daily feedback from staff about their children's welfare and activities. They report that staff are supportive of them as parents as well as their children.

The club staff work closely with school staff. They use good two-way communication to safeguard children's welfare and enhance their play and learning experiences.Staff state they are well supported by the committee.

They ensure required training is kept up to date and, together, they evaluate the effectiveness of the provision.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

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