Satellite’s Playsafe Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive at the club happy and confident.

They are extremely settled in this safe environment. Staff are welcoming and greet children who are eager to talk about their day at school. Children confidently choose what they would like to explore from a broad range of interesting activities.

They engage in conversations with each other and enjoy group discussions. For instance, after registration, children talk about their favourite activities at the club. Children thoroughly enjoy the outdoor area and the opportunity to be active and explore nature.

For example, they play imaginary games with sticks. Older chi...ldren play football and tennis with adults and their peers. Younger children enjoy developing their skills using skipping ropes.

This helps build on their large motor skills. Staff have high expectations of all children and support their emotional well-being. For instance, children take time to chill out in the cosy seated area.

This gives them the space to regulate their feelings and rest. Their behaviour is good. Children are kind and caring.

For instance, older children speak gently to younger children when they invite them to join their play. This helps develop their social skills and builds on their confidence and self-esteem.

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

The manager is a staff member within the school and works closely with teachers.

This supports children's continuity of care and learning. The manager provides a high-quality club and gathers feedback from children and parents. Staff benefit from regular training that enables them to develop their knowledge and skills.

However, the manager does not meet with staff consistently. This would help evaluate the practice and continue to drive improvements forward.The manager provides an inclusive club.

All children are well supported, including those with special educational needs and/or disabilities (SEND). For example, during mealtime, children with allergies are provided with alternative snacks. Staff provide lower tables with activities for the younger children to access the messy play.

The manager and staff have developed effective partnerships with parents. Parents speak highly of the staff and club. They comment on how much their children have grown in confidence and have access to a range of activities.

They say their children are happy and often do not want to go home at the end of the day. Parents appreciate how the staff meet children's individual needs. For instance, the manager provides sensory resources to support children with SEND.

This helps children have a strong sense of belonging.Staff know children well. For instance, they observe children and take time to engage with them when they look upset or less engaged.

This helps build on their well-being. Children receive lots of positive praise for their achievements. As a result, children have a can-do attitude.

For instance, children persevere when trying to get across the monkey bars or using the hula hoops. They access lots of fresh air. Children build on their resilience and develop their physical skills.

Staff follow good hygiene routines and are good role models. Children wash their hands before meals and enjoy serving themselves. They confidently make choices about what fillings to add to their sandwiches.

Children access fresh fruit and understand the importance of staying hydrated. This encourages children to follow a healthy lifestyle.Children share their ideas to help staff plan for the sessions.

They confidently explore the play areas and add resources to their activities to extend their learning. For example, older children practise on the piano. Young children enjoy painting their hands and making colourful designs.

This builds on children's creative skills.Children's behaviour is good. Staff encourage children to be respectful towards their friends and adults.

Children follow instructions and understand why it is important to listen for their name during registration. Children line up patiently to move around the school building and always ask staff if they can leave to use the toilet. This helps to keep children safe.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff understand their responsibility relating to safeguarding children and their families. They are aware of signs and symptoms of abuse.

Staff know the procedures to follow in the event of concerns for children's welfare or a colleague's conduct. Staff have a good understanding of issues, such as female genital mutilation and county lines. Staff carry out risk assessments to ensure children are safe outside.

For example, they keep the first-aid kit with them in the playground. The side gate is only opened to parents who the staff recognise. This helps keep children safe.

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