Premier - Bow Brickhill

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enjoy attending the club and greet the familiar staff warmly. They show that they are happy and settled as they talk with staff excitedly about their school day and quickly start to find activities to take part in. Staff recognise that children are often tired after the school day and arrange activities that provide them with time to rest.

However, most children are enthusiastic about taking part in sports activities and team games at the club. Staff explain the benefits of these activities for children's health and well-being and their social development. Children say that they enjoy playing dodgeball and gymnastics and t...alk about the things that they are good at.

This shows their positive view of themselves and their pride in what they achieve.Staff encourage children to take an interest in technology. Children listen to audio stories and watch wildlife and conservation programmes on a big screen.

This feeds into children's interest in the planet and they appreciate how computers can expand on their understanding of the wider world.Children behave well and spend time playing with activities that generally interest them and sustain their attention, such as board games. Playing snakes and ladders encourages young children to put their mathematical knowledge into action.

They show delight when they roll a six on the dice and get to repeat their turn and can correctly estimate if their counter will land on a snake or a ladder.

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

Staff explain the ongoing support they offer to the youngest children attending the club. The key-person arrangements acknowledge that in September, children are new to the school and the club.

Therefore, staff plan ways to help children to get to know each other and the staff who work at the club. As the school year goes on, children develop in confidence and need less focused adult time. This demonstrates how the key-person relationships help to meet children's changing needs.

Sporting activities and board games contribute towards how children learn to behave well. Through having expectations, rules and working with others as part of a team, young children learn how to moderate their behaviour and get along with others. Staff discuss the importance of staff and peer praise and condolence as children begin to encounter the emotions associated with winning and losing.

Children play together happily as a group.Some activities staff provide limit children's experiences. For example, when making cards for teachers, cards are pre-printed so children cannot use their own ideas and pencils are blunt and do not work well.

This means that the activity does not encourage children's own ideas and imagination.There are clear procedures in place for safe staff recruitment, supervision and monitoring. The provider ensures that staff have regular training and support so they are confident to fulfil their roles.

For example, staff have recently completed courses in equality and diversity and this helps them to consider how they can develop the club to ensure it is inclusive for all children.Staff gather parents feedback to review the practice at the club. However, they do not encourage children to share their views about how the club can be improved.

During the inspection, children suggested they would like more variety at mealtimes and discussed what activities they would like to take part in.Staff share information with parents via the club website and this helps them to know what activities their children take part in. Staff spend time talking to parents when they collect children at the end of the day.

The handover between school and the club is equally as effective. By working closely with teachers, young children experience a smooth move between school and the club. It also helps with information sharing, so staff know how to meet all children's needs during their time at the club.

Staff understand about their responsibilities in keeping children safe. They supervise older children during activities and explain how the youngest children need closer supervision and more explanations about how to keep themselves safe. Staff know how to recognise the signs and symptoms that children might be at risk of harm and there are clear reporting procedures.

The provider understands about how to work collaboratively with the local safeguarding partners and the host school if there are any concerns about children's welfare.

Safeguarding

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

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