Pioneer Childcare - Stanford

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children clearly enjoy their time at the out-of-school provision.

They run over to their friends and hug them and cheerily greet the staff at the door. Staff have high expectations for children's behaviour and children are well aware of the rules and routines. For example, children know that running is not allowed in the classrooms and that they must always 'speak with kind words'.

Children learn about, and are aware of, what keeps them safe. They describe in detail what a fire drill is and what they must do if they hear the bell. Children are aware of the boundary lines in the playground and happily keep within them.
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Children enjoy a variety of well-planned activities. They choose between working with friends to build with construction bricks and drawing and cutting at the craft table. Staff sit alongside children, giving them gentle encouragement and praise for trying to do things for themselves.

They challenge children to make paper aeroplanes to fly across the room, which makes children squeal with excitement. Children demonstrate good manners. They say please and thank you.

They show confidence when chatting to the inspector, eager to answer questions and talk about what things they like to do at the club. Children say, 'the grown-ups are kind' and 'we get to do fun things.'

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

Staff conscientiously get to know the children that they care for.

They sit alongside the children and ask them about the activities that they have been doing at school. Children and staff have strong bonds, which enables children to talk freely about things that interest them. As a result, children feel valued and listened to.

Children include each other in activities and games. Older children nurture the younger children and eagerly play with them. Children talk about the 'Pioneer Characters' which represent aptitudes, such as being responsible, trying new things and being active and healthy.

Throughout the session, children are encouraged to find similarities between the characters and their friends, which supports children's self-esteem. Stickers are awarded to children who demonstrate these core values.Parents mention that they are happy with the service that the out-of-school club provides.

They say that the staff are warm and friendly, that communication is very good and they are given feedback each day. Parents tell the inspector that their children talk about the fun activities that they enjoy. They comment that when they collect their children at the end of the day the children are always 'a little tired but very happy'.

Leaders nurture their staff team and staff say that their well-being is high and that working at the club is a 'very rewarding job'. Staff are given opportunities to train to further their professional development. They take part in regular supervisions with leaders, who use this time to offer support and guidance.

A major strength of the club is the amount of physical activity opportunities which are available for children to participate in. For example, children are given ample opportunities to play outside or in the purpose-built sports hall. Children play chase games and confidently manoeuvre around the outside spaces.

To further support a healthy lifestyle, children are offered a wide variety of healthy sandwiches, fruit, and vegetables. They tuck into nutritious snacks. Children choose from a platter or fruit and exclaim 'oh, this is my favourite.'

Leaders work alongside parents and teachers to support those children with special educational needs and/or disabilities. They gather important information to ensure that all children are included in activities. Staff skilfully work alongside those children who need additional support and make adaptations when necessary.

As a result, all children feel valued and enjoy their time at the club.All children benefit from the social interactions between different age groups. Children who are new to the infant school and older children in the junior school play collaboratively together.

For instance, they sit and do puzzles together and invite one another to join in group games. This supports older children to take responsibility and assists younger children in their confidence and self-esteem.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a very secure understanding of their roles and responsibilities to safeguard children. They confidently identify signs that may indicate a child is at risk of harm, including harm from radicalisation and female genital mutilation. Leaders ensure that staff regularly refresh their training to keep their knowledge up to date.

Staff are aware of the procedures to follow if they have to raise a concern about a child. Staff have robust procedures in place to ensure the safety of children. For example, the premises are checked for hazards and there are strict collection procedures in place to ensure children's safety.

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