School’s Out

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements All children are warmly greeted by the staff team as they enter the setting. Children hang their coats up and show an eagerness to start to play and socialise with their friends. Children have built close attachments with staff and the setting offers a relaxed environment for children to play after school.

The ethos of the setting is that staff want to create a 'safe, secure and happy environment' for children. There are a wealth of activities that children enjoy. They are invited to share their ideas and contribute to the running of the setting.

For example, staff have purchased a range of tennis equipment to support chil...dren's interest in tennis, as they enjoyed watching Wimbledon on the television. Activities support children to develop new skills. Staff work closely with teachers from the school to offer activities which complement children's learning.

Staff are positive role models and have high expectations. Children's behaviour is superb. Older children independently help younger children and involve them in their play.

Children play collaboratively and assign themselves roles and characters. For example, children play in a 'Christmas café', serving one another, cooking Christmas dinner and placing an order as a customer. Children listen to staff and follow instructions extremely well.

Children's voices and laughter can be heard in this lively and fun environment.

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

Children access a range of activities and opportunities built on their interests. These are differentiated to support the different ages of children.

For example, children enjoy taking part in a craft activity and are set different challenges by staff to complement their learning in school. For example, they tie knots in a snowman hat and write a Christmas card. This supports children's interest and engagement.

Staff plan 'event nights' for children, such as 'games night'. They like to give children experiences they may not have at home. Children enjoy taking turns with different board games and instigating their own play by making up their own different rules.

This helps children to socialise, be patient and understand the needs of their peers.Children have built close attachments to staff and are eager to involve them in their play. For example, children play a floor game where they have to put their feet or hands on a coloured shape.

They listen carefully to staff instructions and laugh wildly as they try to balance and stay upright. Children demonstrate they are settled and happy.Staff are sensitive to children's needs.

All staff work in the on-site school in various classrooms throughout the day. This is beneficial as they know the children's needs well and understand what kind of day children have had. For example, staff talk to children as they lie down in a den for a short period of time as they are tired after the school day.

Children's emotional needs are supported extremely well.Parent partnerships are very strong. Staff speak with parents every day.

They communicate messages from school and share information about children. Parents are very complimentary about the care their children receive and discuss how children are 'so settled they do not want to come home' and 'the staff are brilliant'. These partnerships help to offer a consistency of care for children.

Children learn about the importance of healthy lifestyles. They eat a range of healthy snacks and access the school grounds, where they play football, basketball, cricket and rounders. Children have recently taken part in a 'walking challenge', which involved walking a set number of steps around the school field in order to walk the equivalent distance to Paris.

Children's physical skills are promoted well.The staff team work extremely well together and share the same vision for the setting. For example, as a member of staff takes the register another gently reminds children to listen.

They meet regularly as a staff team to discuss activities and how to further improve things for children. They complete training together and support each other with new ideas to improve their professional development.

Safeguarding

The arrangements for safeguarding are effective.

All staff have effective safeguarding knowledge and are aware of the procedures to follow if they have concerns about a child's safety. They attend regular training and keep their knowledge refreshed by looking at safeguarding case studies and asking each other scenario based questions. Staff complete daily safety checks to ensure the environment is safe for children.

For example, they check that the outside gate is closed in the playground before allowing children out to play. Staff support children to be alert and to be aware of personal safety. For example, they talk with children about keeping safe when accessing the internet.

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