School’s Out

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are given valuable opportunities to develop their social and communication skills while playing collaboratively in small groups. They have developed close friendships with their peers. Children behave very well and show the utmost respect for each other as they play and interact together.

They communicate well with staff and their peers. Children are confident to talk to visitors and are polite and well mannered.Children are encouraged to choose what they want to do and to contribute to future activity planning.

This helps them to feel valued and know that their opinions matter. Children are happy when they arrive... at the club and are excited to see the staff and talk to them about their day at school. Staff are attentive and ask children questions.

This creates a positive and relaxed atmosphere where children thrive and show that they feel safe and secure.Children enjoy physical play outside in the fresh air. They ride around on bicycles and kick footballs.

Children are busy and active throughout the session. Staff challenge children with number problems as they give out scooters, working out how many are left. Children wait patiently for the scooters, playing word games to see if they can find rhyming words.

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

Staff communicate clearly with children. Prior to going outside, they give children choices about what they want to do. Children pay attention to staff.

They follow instructions well as they line up and all walk outside together. Staff notice this good behaviour and give praise. Children wait to be given a helmet before going on bicycles or scooters.

They understand that this helps to keep them safe if they were to fall.Staff plan activities that they know children enjoy. They present children with ideas and encourage them in whichever direction they choose to take the activity.

Leading on from their excitement about a football competition, children choose to make flags. They research and make flags from a number of different countries, helping them to learn about the wider world.Staff feel well supported in the club.

They have regular supervision meetings with leaders and managers, who also check on their well-being. Staff receive feedback to help them to improve practice. They are encouraged and supported to access training.

They have opportunities to meet virtually with colleagues in other settings to discuss and share ideas. Staff say that meeting with colleagues is extremely beneficial and has helped them to develop their practice.Staff have found new ways to communicate with parents so that all parents are provided with information about what their child does at the club.

Parents comment positively about the communication they have with staff. They are reassured that staff know their children well. Staff gather information from parents, including about their children's medical needs.

They monitor children's health at the club and raise any concerns with parents. This good communication helps to ensure that children's needs are met. Parents comment on how settled their children are at the club, despite times when the club was only open to some children due to the COVID-19 (coronavirus) restrictions.

Leaders work closely with the host school to ensure consistent COVID-19 pandemic arrangements are followed. However, staff feel they have less communication with teachers at the host school than they had before. They obtain information from children about their day but have less opportunity to seek this information from class teachers.

Leaders and managers feel this has been made more difficult due to the COVID-19 pandemic and have identified ways that they can reignite partnership working when they return in the new term.Staff provide a safe environment. On arrival, children quickly settle into the routine of washing their hands and having their temperature taken.

Staff supervise children as they wash their hands. They follow the host school's procedures for ensuring children in different year groups can keep socially distant. Staff check boundaries are secure prior to inviting children to play outdoors.

They supervise children closely when playing on large play equipment, encouraging them to identify and take controlled risks for themselves.

Safeguarding

The arrangements for safeguarding are effective.Leaders, managers and staff have a clear understanding of their responsibilities to safeguard children.

Leaders ensure that staff receive appropriate safeguarding training. They check to ensure staff are confident in following the club's policies and procedures. Staff show that they know the signs that a child may be at risk of harm and understand the procedures they must follow to report their concerns.

Managers know how to escalate concerns to the relevant agencies. Visitors to the club do not have unsupervised access to children. They are given clear information on arrival about what they should do if they have a safeguarding concern about a child during their visit.

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