Safe Hands Professional After School Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements All children thoroughly enjoy their time at this inclusive and welcoming after-school-club. Children are collected from the playground by familiar staff.

They greet the staff with smiles and are keen to tell them about their day at school and what they have been doing. Children are allocated a key person, who is responsible for their care and well-being. This helps provide children consistency of care.

Staff create a well-organised environment that children independently access. They incorporate the children's different interests and needs. Children happily choose where they wish to play and quickly settle and engage in wh...at is on offer.

Children take part in crafts, small-world play, cooking and sports. This helps them to build on their social, physical, and creative skills. For instance, children enjoy using the climbing apparatus in the school playground, and engaging in games such as 'hide and seek'.

Furthermore, children prepare their own snack. They independently use knives and chopping boards, and choose from a selection of healthy and balanced food. They sit together to eat speaking about their day.

Children seamlessly follow the well-embedded routines. Staff have high expectations of all children and are positive role models. They show respect as they speak and listen to children and each other.

Staff value the children's views, which help them to plan activities and experiences, which keep children engaged and involved. Children add their thoughts and ideas to a board which the staff use to plan future experiences. For example, they have shared that next term they would like to try Italian food and have a unicorn tea party.

Children behave incredibly well, and are confident communicators. They display good manners.

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

The owner and club manager regularly reflect on their practice and strive for improvement.

Children are at the heart of all they do. Children freely suggest ideas of what they want to do and where they want to play which is accommodated by the staff. For example, when children are keen to play a game of 'octopus' in the school hall, staff communicate effectively between themselves to meet the children's needs.

Staff hold meaningful back-and-forth conversations with the children. They know the children incredibly well and sit to listen to what they have to say after a day at school. For example, children are keen to tell staff if something has made them happy or sad during the day.

Staff give children time to speak and help them think about how they are feeling. Children feel safe and secure and their well-being is high.Staff help children to be aware of their own safety.

For example when moving from the main classroom to outside, and back again, they encourage the children to speak on the walkie talkie to let the member of staff know they are coming. Children show high levels of maturity. For example, newer children who are learning the routine of the club are supported by older children who kindly offer to show them where to go.

All staff thoroughly enjoy their role and working at the club. They have regular one-on-one time with the manager and owner to discuss their well-being, safeguarding responsibilities and the needs of the children at the club. They are provided with ample opportunities to undertake further training.

For example, staff have recently attended autism awareness training. As a result of this they have adapted their registration forms to learn more about the home lives of the children in their care.Children with special educational needs and/or disabilities are incredibly well supported.

The staff have forged highly effective relationships with the school staff to seamlessly provide support for children. Furthermore, staff join the school staff each year for a safeguarding refresher, to ensure that they work in partnership when sharing concerns about children. Children's individual needs are well met.

Staff have built secure relationships with parents. They are welcomed into the club at collection times and have daily opportunities to speak to staff about their children. Parents are included in decisions about the club and suggest ideas for improvements.

For example, parents asked for information to be displayed about what the children have for snack. The staff quickly implemented this. Parents have huge praise and admiration for the staff, and the important role they play in their children's lives.

Staff help children to develop an excellent understanding of the wider world. For example, they take regular trips in the local community. They explore where the children live, and learn to manage risks in the environment.

For example, they learn about road safety and how to correctly listen for traffic and cross the road.

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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