Progressive Kids Bristol

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enjoy their time at this well-organised, busy but friendly out-of-school provision.

Children are happy and safe. Staff have high expectations for children's behaviour and children follow staff's instructions and behave well. For example, children walk between areas, being mindful of younger children, and wait for their turn to play with a game that is in use.

Staff listen, respond and engage children well, intervening swiftly if there are any minor disputes. They are aware that children appreciate time to relax and have fun after a busy day at school. They sit and play alongside them, engaging them and valuing the...ir conversation.

Children focus well on the tasks they choose and appear happy and relaxed.Leaders and managers evaluate the provision well. They listen to staff and provide coaching support, which encourages staff to self-evaluate and improve their knowledge and skills.

For example, this year, all staff have taken part in training to improve their positive behaviour management skills and calming strategies. Staff report that they are much more confident in dealing with disagreements between children if they arise and that children respond well to adult intervention.

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

Staff organise the large hall into four areas to help meet children's different interests and needs.

For example, there is an active zone where staff lead ball games with groups of children, which promotes children's physical development as well as their social skills working together as a team. A 'creative area' is organised where children explore junk modelling, drawing and variety of art materials. Older children model more complex use of the materials for younger children.

This organisation helps promote a well-structured environment that enables children's purposeful play and interaction.Children form positive relationships with staff and are keen to share their news with them. Staff remind children of the boundaries and rules they need to follow to help keep themselves and their friends safe in the club.

Children know they can cuddle or write notes to the soft toy called the 'worry monster' if they feel sad or anxious. This helps them to express their feelings which promotes their confidence and resilience.Leaders deploy staff well.

All children receive support and attention from staff, which helps to engage them in their play and activities. Minor disagreements are quickly and effectively resolved using methods such as talking calmly and listening to each other, which children respond well to. Staff give the children lots of praise, which boosts their self-esteem.

Staff encourage and promote good hygiene practices, which are consistently implemented. For instance, children line up without prompting and take turns washing their hands before collecting and eating their healthy snack.Staff take children's individual needs into account and act to ensure they feel safe and secure in this out-of-school provision.

For example, if children become overwhelmed by noise, staff offer them ear defenders or time in the 'sensory room', which gives them the time and space they need to become calmer. Skilful staff notice quieter children and support them to interact with others. This helps develop their self-confidence and social skills.

Leaders work closely with the school's special educational needs coordinator and school staff to ensure they meet all children's needs in their setting. Leaders ensure that staff in the out-of-school provision implement the same strategies to improve social skills, behaviour and communication that staff in school use. This helps children to fully understand expectations.

Regular supervision meetings and staff meetings provide robust support to the staff, who report that communication within the organisation is good. Additionally, leaders consider and address staff needs, such as relocating to different sister settings if requested.Parents report that their children enjoy their time at this setting.

They feel that communication is good and leaders are in the process of reviewing how to strengthen their partnerships with parents even further.

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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