Olly Jollys Fun Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children show that they feel safe and confident, when they happily greet the club staff who are collecting them from school. They laugh and chat as they walk sensibly along the footpath. Children are eager to begin the wide-ranging, familiar activities.

After tea, they rush to the well-equipped role-play vet's surgery. Children talk together to agree who will play which role. The nominated vet listens carefully to the pets' hearts and talks with their owners.

The game demonstrates and extends children's knowledge about what vets do. It promotes a caring approach to animals. Children become deeply absorbed in cooperative pl...ay that promotes their language and social skills.

Parents and carers praise the professional, friendly team. They say that children look forward to attending the club. Parents say that they feel safe to share confidential information with staff and that sensitive matters are handled respectfully.

This mutual respect helps everyone to work together to promote children's care and welfare. Children follow well-established club routines that promote their polite behaviour and self-control. For example, at teatime, they put their hands up and wait patiently for a portion of honey.

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

The provider intends the out-of-school club to be a place where children are safe and have fun together. She communicates her intentions to children, staff and parents effectively. This helps them all to work to a common purpose.

Children joyfully engage in lively, sociable play. Staff talk with children and join in with their activities. They create an atmosphere of purposeful bustle that promotes children's independence and enjoyment.

Ongoing training and coaching promote staff's secure knowledge of child protection matters. Staff demonstrate that they would not hesitate to seek advice, if they believed a child to be at risk of harm.Staff's teamwork is effective.

Staff in the main room tell other staff that they are going to answer the hall door. Colleagues immediately position themselves so that they can see all of the areas where children are playing. This means that children are well supervised.

The provider shares precise information about children's individual needs with staff. Staff know which children have allergies to particular foods and cater for them safely.Staff's knowledge of child development helps them to provide interesting activities for children in Reception Year through to Year 6.

The activities complement and extend children's learning. For example, children who scoot energetically around floor markings, learn that they are completing a 'slalom'. This adds another meaningful, memorable word to children's vocabulary.

Children's physical development is promoted well. Children stand still to throw beanbags at a target. This helps them to develop balance and core strength.

They judge the angle of the throw and discover how much force is needed. Children fasten clothes onto dolls. They use scissors and join models together with split pins.

This helps children to develop hand and finger strength.The club offers children a good balance of active and quieter play. Children concentrate and joke as they work together at the craft table.

They know that they can follow their own ideas, or make things suggested by staff. Staff's involvement and skilful encouragement means that children become confident crafters, who are proud of what they have made.Children learn behaviour and habits that keep them healthy and safe.

They know that they must clean their hands before eating, to reduce the risk of sickness. They know why they must put on safety helmets before they ride scooters outdoors. At teatime, staff teach children to eat enough to satisfy their appetite, but not too much to spoil their meal later at home.

This helps to promote children's management of their diet as they grow.Partnership and positive relationships are a strength of the provision. School partners are impressed with the team's organisation and professionalism.

They receive clear information about which children will be collected. This promotes children's emotional well-being and safety when they transfer between school and the club. The provider seeks and shares information about children as appropriate.

This helps everyone to plan timely, joined-up responses to concerns about children's well-being.

Safeguarding

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