Shenley Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy in this welcoming environment.

They understand what is expected of them when arriving at the setting. They put their belongings on pegs and wash their hands before they sit down for a meal. This routine is supported by practitioners and contributes to children feeling secure within the setting.

Practitioners show genuine care and respect for the children. They praise their accomplishments, listen to their views and opinions and create behaviour boundaries to support children's safety. This helps children feel safe and valued.

Children happily choose their own play. Practitioners provide them wit...h opportunities to engage with physical and craft activities. Some children enjoy playing football and hook-a-duck games, while others take part in creative activities, such as making pasta jewellery.

Children can be active or relax after a busy school day. For instance, they sit quietly to draw, practise their mathematical knowledge or trade playing cards with their friends. They include the practitioners in their play by sharing their jewellery, asking for support or including them in their football teams.

Children develop their physical skills, learn good social skills and make friends at this setting. They discuss with the inspector that they enjoy coming to the setting because it is fun.

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

Managers are reflective in their practice.

They are able to act on feedback and support practitioners in topics of development, such as caring for children with special educational needs and/or disabilities or areas of safeguarding. This develops practitioners' knowledge to ensure children's needs are met, and the children are kept safe within the setting's care.Managers and practitioners work well together and are happy in their work.

They show a genuine interest in supporting children's well-being. Staff share ideas and plan together in regular team meetings. For example, a daily briefing helps to ensure staff know the children attending and their individual needs.

Managers reflect on the impact COVID-19 had on children in the setting. They identify that children's independence and self-care skills need support. Practitioners encourage children to be independent throughout the day.

They teach them skills, such as pouring their own drinks, putting on their own sun cream and tidying up after mealtimes. The team review the impact this has had on the children and give them more opportunities to develop their self-care skills and independence.Practitioners build relationships with the schools that children attend, as well as parents or carers and other professionals.

This enables practitioners to gather information to help them meet each child's individual needs and support them in the setting.Partnerships with parents are extremely positive. Parents explain that their children are always happy to come to the setting and often ask if they can be collected later, as they want to stay as long as possible.

Parents feel children are celebrated for their unique personalities and are valued at the setting.Practitioners know the children well. They understand their individual personalities, including their likes and dislikes.

This helps them to plan a wide range of activities, which they know will interest children and that they will enjoy. In addition, practitioners encourage children to contribute their ideas through children's meetings so that they feel valued and included.Children clearly enjoy their time at the setting.

They laugh and play with their friends and are thoroughly engaged in activities throughout the session. For instance, children gain confidence as they practise adding and number recognition through games, such as 'hook a duck'. They take part in group activities, such as football and card trading.

This helps them to collaborate and be confident to compete as part of a team.Children behave well. Practitioners ensure children learn the rules and behaviour expectations.

For example, they remind children that they need to walk sensibly indoors and not go further than the barriers created for their own safety. This teaches children to respond to boundaries and keep themselves safe.

Safeguarding

The arrangements for safeguarding are effective.

Managers have a secure understanding of how to keep children safe and the local procedures to follow if they need to report a concern regarding a child or adult. Practitioners are aware of the signs that indicate a child may be at risk of harm, either at the setting or at home. Managers follow a robust recruitment process, which ensures practitioners are suitable to work with children.

Practitioners prioritise children's safety. They carry out daily risk assessments of the whole environment to help minimise any potential hazards. The premises are secure and children are well supervised through all areas of the setting.