Pioneer Childcare - Harlands

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are excited when they arrive at the club after their school day.

They are warmly greeted by staff, who are keen to find out what they have been learning in school. Children hang up their own belongings when they arrive, which helps to promote their independence. Staff offer gentle guidance as children persevere in these tasks.

They plan enjoyable activities for children and consider their current interests. For example, children use their fine-motor skills as they manipulate and press dinosaur feet into dough.Children are very physically active and take part in a wide range of fun activities indoors and outdoors.<...br/>
They race around and squeal with excitement when being chased during a group circle game. Children are reminded to drink plenty of water to ensure that they stay well hydrated. As a result, children learn about keeping safe and make sensible choices to aid their own good health.

Children are exceptionally well behaved. They have lovely manners and are kind towards each other. Older children are keen to help to look after their younger peers.

They recognise when they may need help and say, 'are you okay?' and 'can I help you?'. Older children and the staff are excellent role models for the younger children.

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

Staff actively support children in what they are learning in school.

They ask questions about their school day, and this helps staff to plan relevant activities that support their learning. Staff ask young children about what they would like to do at the club and older children are encouraged to put their ideas into the 'comments box'. As a result, children are learning that their thoughts and opinions are valued.

Staff are very well supported by leaders. They receive a very thorough induction and take part in regular training. For example, recent training has improved their knowledge of how to support children's emotional health who are returning after the COVID-19 pandemic.

Managers talk to school staff, who share information about individual children. This helps staff to ensure that all children's needs are met.Leaders and managers effectively evaluate their service and have a positive attitude to improving their service.

For example, children are encouraged to contribute to the club's programme, and parents are asked for feedback and to suggest areas for improvement to the already strong service.Children enjoy their time at the club. They develop strong relationships with other children who attend.

Children look forward to the sociable mealtimes where they chat with one another and staff about the activities they have enjoyed. Younger children sit with older children, who nurture them exceptionally well.Staff support children to join in group discussions about safety.

For example, when questioned by a visitor about the cones placed around the site, children say, 'you don't go past them, it might not be safe'. Children have a firm understanding of rules and boundaries, and enthusiastically recite the club's rules.Leaders and managers have robust procedures to keep children safe when attending the club.

They regularly check the site for hazards so that they can be removed if necessary. Children are encouraged to walk when moving around rooms, and staff are vigilant when supervising the children when they are eating.Staff encourage children to do things for themselves.

They tidy away after dinner and help the adults to keep the rooms clean and tidy. Children are supported in persevering with tasks. For example, when using scissors, staff praise children for not giving up and help children to identify a different approach.

Staff have a strong knowledge of how to support children who are at risk of falling behind. They have effective systems in place that include discussions with parents and the special educational needs coordinator at the school. As a result, targeted support is given in a timely manner to children who need it.

Staff provide a range of readily available fiction and non-fiction books for the children to choose from. Younger children enthusiastically get books to share with staff and older children. Children are mesmerised and their imaginations are ignited when listening to stories.

They exclaim, 'I love this one. It's my favourite!' Children's love of books is enhanced further as the staff encourage them to talk about the characters in the books.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and managers have robust systems in place to make sure that staff are suitable to work with children. They ensure that all staff attend safeguarding meetings and take part in mandatory training. Staff demonstrate a secure knowledge of how to keep children safe and how to respond appropriately to concerns that they may have.

They are able to describe signs and symptoms of abuse, including those of extreme behaviours and female genital mutilation. Leaders and managers make sure that children are always accounted for, and staff keep in contact by using a walkie-talkie system as they move around the premises. Some staff hold current paediatric first-aid certificates.

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