P.O.P.P.S. Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive extremely happy and excited for their afternoon at this busy and friendly club. They enjoy positive relationships with staff. For example, children cheerfully say 'hello' to the members of staff, who offer an enthusiastic and warm welcome for all children.

All children, including the youngest attending, show firm feelings of confidence and self-assurance. They thoroughly enjoy demonstrating the afternoon routine to visitors to the club and explain in detail what they have to do. Staff have high expectations of children's behaviour.

This is reflected in children's excellent listening, cooperation and consist...ently good behaviour throughout the session.Children make their own decisions about what they want to do and spend time in their preferred way. They have access to the school's outdoor playground, where they enjoy football, other ball games and activities outside.

Staff join in with children's play. Children squeal in delight as staff try to catch them during games. Indoors, children enjoy construction resources, puzzles, role play and a range of art related activities.

Children particularly enjoy designing their own pancakes. They become very well engaged and concentrate for a considerable amount of time. They delight in selecting from the range of craft items to create their chosen design and receive lots of praise from staff for their efforts.

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

Children speak positively about the club and say that they enjoy attending. They talk about their favourite activities and say that there are always fun things to do. Children demonstrate that they feel the club is a safe and secure environment as they share their problems with staff.

Staff are reassuring with children at these times and show good listening skills.Partnership with parents is very good. Staff keep parents well informed about their children's time in the club.

For example, each early years aged child has a club journal. Staff include photographs and pieces of children's artwork, along with information about what children have been enjoying. Parents are invited to contribute to the journals also.

Staff then use this information to create relevant activities in the club. Parents speak positively about the club and share that their children are reluctant to leave when collected.Partnership with the host school is equally as effective.

Staff have successful communication with the teachers, which ensures all children's needs are met.Staff morale is high and there is a lively atmosphere. Staff feel supported in their roles at the club.

The manager actively seeks professional development opportunities for the staff team, for example via online training and quizzes and sharing of information from early years guidance websites. Staff meet with the manager, and as a team, regularly to discuss their roles and the children's needs. Staff are actively encouraged to reflect on their practice and share their views and opinions with the manager to inform self-evaluation.

Children enjoy an array of options at snack time. Staff deliver consistent messages about hygiene and check that children have washed their hands when coming for snack at different times during the session. Children enjoy regular baking activities.

They talk about the ingredients needed and have discussions around healthy options, further promoting children's good health.Children engage in many activities that promote their understanding of respect towards others. For example, they have created a display in the club with their accounts of what it means to be tolerant, respectful and kind to others.

Safeguarding

The arrangements for safeguarding are effective.Staff are secure in their knowledge and understanding of safeguarding children. They are alert to signs and symptoms that may indicate a child is at risk of harm, including those linked to wider safeguarding issues.

For example, staff provide consistent messages with school about children keeping safe when they are using online games and applications. Staff are confident in the procedure to follow in response to a concern about a child or a member of staff. All staff receive safeguarding training and are regularly updated by the manger to help ensure that their knowledge is up to date.

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