Quackers Out Of School Clubs

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy and excited as they enter the after-school club. They quickly choose from the wide variety of activities on offer.

Staff support younger children when they first arrive and they excitedly talk to staff about their day at school. Older children enjoy sharing quiet games together, such as chess. All children feel secure and a sense of belonging.

Staff support children to have good behaviour, children listen to and follow instructions well. For example, older children line up easily and wait patiently to move to another room. The atmosphere is calm and all children make lovely friendships.

Some pla...y cards together and do very well at taking turns. Meanwhile, others share magazines and talk about what they see. Staff are there to support children to learn how to build respectful relationships.

Children are very confident in social situations and have strong communication skills. For instance, they happily welcome visitors and chat about the 'miserable' weather and how they prefer the sunshine. Children enjoy talking to staff about their ideas.

This helps children to build a wide vocabulary.

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

Staff plan the daily activities using children's ideas and passions. Children happily play a card game that includes their prominent interests.

They excitedly share how they love this with visitors and talk animatedly about the shows they watch about it. This helps children to engage in activities for long periods of time.Staff offer plenty of opportunities for children to build their independence.

For example, children excitedly make their sandwiches for snack and use the cutlery well. This helps children to manage their self-care needs and supports them to be confident in their abilities.Staff know how to support children's individual needs well, in particular for the most vulnerable.

In addition, staff skilfully support children to share their personal experiences. For instance, children happily tell others about their experiences of living in another country. They proudly share their knowledge of this with others.

Other children are curious and ask their friends questions to expand their understanding. They are discovering what makes them unique.Children have positive attitudes to play.

For example, they delight in playing a chasing game together. They smile with joy as they choose who to run next. They enjoy their time at this lovely after-school club.

Children have good opportunities to get out of breath and use their physical skills. Staff recognise that this is important for children after school.Leaders are proactive and reflect regularly on practice.

They adapt the organisation of the after-school club to help meet children's needs. For instance, leaders quickly identify ways to support smooth transitions at snack times. This helps to continually improve practice over time.

The provider has robust recruitment and induction procedures. They ensure that all new staff understand the policies and offer them time with more experienced team members for support. This helps maintain high-quality interactions between staff and children.

In addition, leaders carry out regular appraisals for staff and this helps to share best practice. Staff say that leaders are approachable and supportive. They appreciate regular checks on their well-being.

Staff build close bonds with parents and families. Parents appreciate the daily verbal feedback about what their children have been doing that day. They say that the after-school club offers children a large variety of activities, such as drawing and beads, that they enjoy.

Parents appreciate the good communication. They explain that staff always pass any messages between home and school. This helps to support children's continuity of care.

Parents say that the staff are friendly and approachable.

Safeguarding

The arrangements for safeguarding are effective.Staff and leaders attend regular safeguarding training to keep their knowledge up to date.

They know how to spot signs and symptoms of a child who may be at risk of harm, such as from county lines. Staff know where to report if they have concerns over a child's welfare. Leaders know where to report if they receive an allegation about a member of staff.

Staff carry out regular risk assessments and teach children how to keep themselves safe. For instance, they remind them not to swing back on chairs. This helps minimise the risk to children.

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