School’s Out

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children in this setting are enthusiastic from the moment they arrive. They develop good relationships with each other. The children play together cooperatively, share their toys and take turns.

Children give each other a cuddle to say goodbye before leaving and they suggest ideas of how to play together the next time they are in the club. Children enjoy playing games and spending time with the manager. They talk about their day at school or exciting things they have done at home.

The manager gets to know the children very well. Children are provided with lots of toys that they enjoy playing with. For example, children enj...oy colouring, crafts and playing.

Children also have opportunities to play with new things, including magnetic tiles and role play toys. Children are able to safely explore their play space and make choices.Children behave very well.

They explain the rules of the club to visitors, such as no running or shouting indoors. They also remind each other of the rules to keep themselves safe, for example being careful when walking outdoors so they do not slip. Children use good manners when they are provided with healthy snacks and drinks.

They understand the importance of washing their hands before they eat. The older children are helpful in the setting. They help to set up the tables for snack.

They offer to help the younger children when learning the rules of new games to play together.

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

The manager develops an environment in which children feel safe and secure. Children confidently ask the manager for help when they need it, for example when pouring a drink or reaching for a toy.

Younger children get reassurance from the manager. This may be through a cuddle or her encouraging words. Children state that the manager 'helps them to solve problems'.

This supports them if there are any friendship issues or they have had difficulty at school or home.Children enjoy playing together inside and outside. The manager enables children to follow their interests and choose what they want to play with.

This helps them feel valued. The manager encourages children to take turns and ensure no one is left out. For example, children enjoy writing stories and working together to draw pictures.

They listen attentively to each other and praise each other for their stories being funny or ask, 'What happens next?' The manager makes sure that the layout of the room enables all children to access it, and is suitable for all ages and abilities. Activities are available for everyone throughout the week. This helps children to build on their play ideas together over a period of time.

Children also develop their self-esteem, as they show respect for each other and other people's ideas.Children follow instructions well. They know they must follow the rules and routines of the setting.

For example, children take off their coats and hang up their bags on arrival. They also help each other to put on their high-visibility jackets for the school run when asked to do so.The manager tries to provide children with opportunities that are different to those they have at school.

In dry weather, she encourages children to spend lots of time outdoors. She knows the importance of physical exercise. Children are also encouraged to play games together.

This is because children do not always have time or opportunity to do this at home and school.The manager works closely with the children and their families. She listens carefully to the children and sets clear expectations.

The manager provides clear information to parents about routines and procedures in place. This ensures children are safe when going outside to the toilet or when they are being collected. However, the manager does not always involve the children or parents in the evaluation of the setting or get their view on how to improve.

The manager takes responsibility for the effective running of the setting. She ensures that any staff are competent before being left in charge of the children. She ensures that she has the capacity to meet the needs of the children.

This is through constant risk assessment and training. She identifies the need to continuously review processes within the setting, such as the outdoor toilet procedure, to ensure that children are safe.

Safeguarding

The arrangements for safeguarding are effective.

The manager is aware of the signs and symptoms of abuse. She knows how to record and report any concerns she has. She knows how to work together with external agencies for advice.

She knows how to report allegations against her or a staff member. The manager supports children and families to understand the risks of online abuse and those associated with the use of technology. She is aware of safer recruitment procedures.

She applies effective risk assessments to the premises. The manager is aware of the 'Prevent' duty, county lines and domestic violence. She attends regular safeguarding training.

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