School’s Out Holiday Squad

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enjoy their time at the vibrant after-school club. They happily socialise with their friends from other schools and with children of different ages.

Staff work hard to ensure that the club promotes healthy lifestyles and to get children excited about being active. Children eagerly anticipate their turn to participate in the neon-disco dodgeball, for example. Staff plan daily sports sessions and outdoor games such as football and rounders for children to join.

Children enjoy weekly 'food-technology' sessions where they learn cooking and baking skills and create their own recipes. Children help staff to plan craft a...ctivities which are themed around the seasons and celebrations, for instance. They proudly show their creations to parents when they arrive to collect them.

Children behave well and understand the routines at the club. They understand why they must stay in certain areas where staff can see them to stay safe. Children meet the high expectations of staff and are polite and thoughtful towards one another.

For instance, older children pause a football game when a younger child wanders onto their pitch. They wait patiently for the child to leave the pitch before resuming their game. Children chat happily to staff and visitors about their day and their activities, demonstrating their feelings of belonging and security.

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

The provider shares their clear vision for the club with staff and is receptive to ideas to make continual improvements. Staff enjoy their roles and are committed to enhancing their skills through training in their specialist areas such as sports. The provider utilises staff's individual strengths so that children benefit from staff's expertise and skills.

The provider holds biannual staff meetings and annual individual staff supervisions. While staff report feeling supported in their roles, the infrequency of these arrangements does not fully support staff's clear understanding of all the policies and procedures of the club. Staff's knowledge is sufficient for their roles but the clarity of their understanding about some policies and procedures is inconsistent.

Staff help children to evaluate their surroundings and to manage risk as they play on challenging outdoor play equipment. Although children demonstrate a sound understanding of using technology appropriately and safely, staff do not always promote their understanding of the risks associated with the internet to the highest level. This does not fully support children's holistic understanding of how to keep themselves safe in all areas of life.

Staff and children have created a behaviour management system. The club has produced a large chart which is displayed and visible. This helps to reinforce consistent messages and children respond by behaving well.

They are also eager to be 'star of the week' and are proud to achieve this accolade. This helps to create an orderly environment where children can relax and have fun after their busy school day.Staff promote children's choices and independence skills well.

Children order their choice of meal when they arrive and line up when asked to collect their food. Children pour their drinks and clear their plates from the table. They learn social skills as they sit together for meals.

Staff use topical events such as international football competitions to help children understand more about the world. They find out about traditional food and celebrations from other countries and cultures through their activities. This helps children to understand more about life in modern Britain.

The youngest children have a key member of staff to support them as they settle at the club. Their key person gathers information from their parents to get to know them well and liaises with their school staff. This helps to support the consistency of children's care between the club, school and home.

Consequently, children settle quickly and gain confidence as they move between school and the club.Children with special educational needs and/or disabilities are supported well. Support staff from children's schools also work at the club and understand their needs well.

They implement consistent strategies, such as visual choice cards, to help all children to get the most benefit from their time at the club.

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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