SS Ltd @ Winchester House School

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements All children, including those who are new, are greeted warmly by the manager when they arrive. Staff play alongside children and talk to them about their interests, showing they value their views. This helps children to feel secure and settle quickly.

When visitors ask children about their first day at the club, they give them two thumbs up, suggesting they are happy. Children hold back and forth conversations with staff about their interests. For example, when they make a robot using bricks, staff ask them how many they have used.

Children show that they enjoy being physically active and are confident to share their views... with staff. For example, when staff ask them what animal they want to pretend to be, children say a snake and show staff how they can slither and roll on the floor. Outdoors, children are asked to take it in turns to wear safety helmets when they develop their balance and coordination as they ride on a balance bike.

Children understand why they need to wear helmets, telling visitors that if they did not wear them, they might fall off and hurt their head. Children show their imagination when they use play dough, developing the muscles in their hands as they manipulate the dough. They tell staff they are making a chameleon.

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

The management team and staff offer children fun and exciting activities. Children show a positive attitude to trying something new. One example of this is when staff ask children if they would like to paint their faces with neon paints and play with fluorescent balls in the dark with ultraviolet lighting.

Children explore neon paint in water and look in fascination when staff show them how to lay a piece of paper on the top of the water. They show excitement when they realise that the paint has transferred to the paper.The manager and staff complement the activities and routines that children receive at school.

For example, they provide plenty of opportunities for children to be physically active and play team games. This includes asking children to make two groups, competing against each other to fetch a ball and bring it back to their team members. The manager explains the rules of the game, children listen and follow instructions, helping them to play cooperatively with their peers.

Mealtimes are sociable occasions. Staff sit with the children and hold conversations with them about what they are eating and their experiences at home. The management team give parents information about providing nutritious food for their children.

However, staff do not support children to understand the benefits of healthy foods and drinks on their bodies.Staff are supported by the management team well. They have opportunities to extend their professional development.

For example, staff complete safeguarding training in-house to keep their knowledge current. Staff are given information to help them understand how to implement games and activities with children.The management team reflect on the experiences they offer children.

Recent changes include giving older children more choices about games they want to play. For younger children, staff provide them with more toys and resources to enable them to make choices about what they want to play with and time to relax after physical activity.Parent and carers say that there is great communication from the management team to keep them informed about what their children need to bring for their day.

They say that their children are excited to attend.The manager asks children questions to help them remember how they can keep themselves safe, such as the procedure to follow in the event of a fire. Children tell staff that they need to go to the car park.

The manager and staff maintain a clean and safe environment for children to play in. For example, they complete risk assessments to help identify and remove any potential hazards. Doors and gates are securely locked.

If unfamiliar people arrive to collect children, staff ask for a password that they receive from parents before allowing children to leave their care.

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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