Premier@BMA

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Staff create a welcoming atmosphere for all children. Children arrive happily at the after-school club and greet their friends and familiar staff. Staff get to know the youngest children well.

They ask the children about how their day has gone and talk about their feelings. All children, including those who have just started school, settle well. Children are happy and feel safe.

Staff adapt the environment to the needs of individual children. They ensure children with special educational needs and/or disabilities (SEND) receive the support they need to join in. Staff want children to develop physical skills and learn a ran...ge of sports.

They promote the physical well-being of all children. Staff identify when children need adaptations to be made to partake in games. They assess risk to make sure all children are kept safe.

Children are excited to share their new skills. They feel confident, they develop high levels of self-esteem.Staff create routines that help children to feel secure.

They clearly share their expectations of children's behaviour. Children learn the rules of sports they play as well as the expectations on them at after-school club. All children listen to staff.

Children learn to be sensitive and caring to their friends.

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

Staff are sensitive to the needs of all children. They form close connections with key partners, such as school staff and others.

This helps staff to understand the individual requirements of children. This includes children with SEND. Staff create an inclusive service for all children.

All children are able to access the wide range of activities on offer.Staff plan an extensive range of games and activities for all children. They plan opportunities for children to share board games with one another.

Children engage in a range of craft activities. They visit the library and have access to quiet spaces. Staff ensure sufficient opportunities for children to play outside.

All children are able to develop their own talents and interests. They make choices about what to play with when at the after-school club.Staff find out about children's previous experiences.

They form strong relationships with children. Staff encourage children to make choices about what to do. All children are excited and motivated to join in.

When children struggle to share or take turns, staff give children reassurance. Children learn to be kind to others. They behave well.

Staff ensure that mealtimes before and after school promote healthy eating. Children enjoy choosing from a healthy menu. Staff teach children to try new fruits and vegetables.

Children understand which foods are healthy for them.Leaders and staff have a robust approach to assessing risk. They ensure that children are supervised at all times.

Staff ensure that procedures for the collection and drop off of children are robust. This ensures children's safety.Leaders are reflective of their practice.

They regularly support new and existing staff to understand their roles and responsibilities. Leaders plan continuous professional development opportunities for staff. This helps them to feel confident in their roles.

Parent partnerships are strong. They say that the information they receive assures them that children are safe. Parents give leaders feedback about the setting.

Leaders use this information to evaluate and continuously improve their service.

Safeguarding

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