Sedgefield Out Of School Fun Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children thoroughly enjoy spending time at the club. Staff are particularly warm, kind and caring towards children. This helps them to settle in quickly as they arrive at the club.

Children are eager to get involved in the range of activities that staff offer during their time at the club. They show high levels of concentration as they take part in an arts and crafts activity. Children follow their own ideas.

For example, a group of children decide to make a giant paper aeroplane. They share the knowledge they have previously learned, such as not using sticking tape to attach the sheets of paper, because they know that the... paper will not fold. When they come up against difficulties, they show great determination to overcome these.

Children write invitations to their friends and staff, inviting them to come and see the launch of their aeroplane.Children have fun after their day of learning at school and they are excited to attend the setting. They enjoy many different types of play with their peers and by themselves.

They benefit from cosy spaces where they can relax with a book. Older children act as excellent role models to those younger than them. They are helpful, courteous and show positive behaviours.

Younger children benefit from these interactions and develop a rich vocabulary and increased confidence as a result.

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

The dedicated management team and staff are clear about their roles and responsibilities. They are committed to providing a safe and happy environment.

Staff understand each child's individual needs, especially those with special educational needs and/or disabilities. They use this information to ensure that all children are content, happy and have fun during their time at the setting. For example, when staff notice children's interest in dinosaurs, they provide resources for children to enjoy making a dinosaur island.

Children have increasing pencil control as they trace around dinosaur-shaped stencils. They keep on trying as they colour in the outlines.Staff provide opportunities for children to develop their skills in being able to solve problems.

Children become engrossed when constructing with small blocks. They help each other to search for pieces of a particular size and colour to complete their work. Staff introduce new vocabulary to describe size, such as minuscule.

Snack time is a social affair, where children and staff sit together and talk about their day. Children are supported to be independent. After snack time, they know they have to put their plate and cup on the trolley.

Older children take themselves to the toilet and younger children have small prompts from staff, when needed. Children independently gather their belongings at the end of the day, when their parents come to collect them.Staff support children to manage their feelings.

They spend time talking to children who have worries and concerns. They do this by skilfully allowing children time and space to process their thoughts and emotions. Children behave very well.

They share their positive views on the club. They say that they are happy, and enjoy the creative activities and playing with their friends.The manager supports staff well.

Supervision sessions take place to discuss any concerns staff may have. Staff are encouraged to reflect on their own practice. Further training requests, to help staff improve their knowledge and skills, are actively encouraged by the manager.

Staff state that they are happy and feel that their well-being is considered.Parents are overwhelmingly positive about the club. They say they know their children are kept safe.

Parents comment strongly on the warmth and care that the staff provide to the children, and how they go 'above and beyond' to meet their needs. They say that their children enjoy attending and often do not want to go home at the end of the session. Staff work closely in partnership with the school that children attend, ensuring key information is shared.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff complete safeguarding training regularly and understand their responsibility relating to safeguarding children and their families. They are aware of signs and symptoms of abuse, and are confident to make referrals to appropriate agencies, where required.

Managers follow robust recruitment procedures and carry out the relevant checks required for new staff members. Staff provide good levels of supervision to help keep children safe. They carefully monitor the numbers of children throughout the session.

They show a good understanding of where children are playing as they move around the club. Risk assessments are effective. This helps staff to ensure the environment is suitable and that adults are used effectively, to keep children safe.

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