Panda’s Kids Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enter the after-school club, happy and eager to find something to play with. They smile and laugh frequently while they play. Children are respectful.

When they want to ask staff a question, while staff are talking to another child, they say, 'excuse me,' then wait patiently until the other child has finished talking. Children are confident, they ask for help when needed and work together with one another. Children take account of each other's views.

For example, a group of children played rock, paper, scissors at a table. A child had an idea to extend this further and children all worked together to adapt the gam...e.Children behave well and understand what is expected of them at the before- and after-school club.

They tidy up and get ready to go outside. Children put on their jumpers and high-visibility jackets. They wait patiently at the door for all their friends to be ready and join them to go outside.

Older children hand out high-visibility jackets for the younger children to wear. They help one another fasten them up.

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

Staff consider the age of the children when they plan activities.

They use children's interests and speak to children about what they would like to do when preparing for the upcoming week's activities. This supports children to engage for prolonged periods of time and children have fun.Children share their positive views on the club.

They say that they are happy and enjoy the creative activities, including sticking, making, and colouring. Children tell visitors that they have fun when they are at the club and enjoy playing with their friends.Staff interact positively with children.

They ensure children are adequately supervised. Staff join in with children's games and giggle with children. Staff play football with the children.

They run and hide around the field and wait for children to find them, then chase them back to the 'base'. Children thoroughly enjoy the interactions with staff.Staff support children's emotions.

They go to children who are playing independently and sit with them and talk to them, to see if they are okay. Children are happy to talk to staff, and re-join the group when they are ready to do so.Children are encouraged to be imaginative.

With small plastic bricks, they build different characters from television programmes. Outside, children pretend to be superheroes with their friends. They run across the field, jump on logs and hide behind trees.

Children are supported to be independent. They serve themselves toast and apple, with a drink, and tidy their own plates and cups away after their snack. Older children take themselves to the toilet and younger children have small prompts from staff when needed.

Children independently gather their belongings at the end of the day when their parents come to collect them.Parents are happy with the club. They say that their children have access to a range of activities and their children thoroughly enjoy attending.

They say their children are always happy and have a range of snacks to keep them going until they get home. Parents say that their children's individual needs are met well, and strategies are put in place to support their children. They add that the staff work closely with the school and communicate well about what their children have been doing.

The areas of the club are risk assessed frequently by managers and staff to ensure they are safe. Managers have worked with the host school to make changes to the outdoor facilities to ensure they remain secure for children. For example, a new gate has been installed, where parents wait to collect their children, instead of walking round into the club.

Safeguarding

The arrangements for safeguarding are effective.Staff and managers understand their responsibility relating to safeguarding children and their families. They are aware of signs and symptoms of abuse.

They have attended training which has supported their knowledge of wider issues within society, for example county lines and families or children being radicalised. Staff and managers are confident to make referrals to appropriate agencies where required to support children and their families. Managers have a recruitment process for new staff to ensure they are suitable to work with children.

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