Sidcop Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children of all ages play together, which helps them develop good social skills. Staff, alongside the children, develop the rules and expectations of the club.

Children are polite, behave very well and use good manners, such as please and thank you. Children form close friendships, are respectful and show kindness and care towards others. Children of all ages are confident to share with visitors why they like coming to the club and what they enjoy playing with.

Children participate enthusiastically in this well-organised club. They are happy and enjoy the games, crafts and physical play offered. For example, they take plea...sure in making play dough, using cinnamon to add interest.

They are excited to share their self-portraits that are displayed.Staff carefully consider how best to set up the areas where children play. They ensure children have an area to relax after their day at school, with comfy cushions and books to read.

Staff listen to children's views and respond to their needs, such as creating a homework area to support children in their learning. Children develop a good understanding of their community and its needs. For example, they make Christmas shoeboxes for elderly residents at a local care home and are collecting for the local food bank.

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

The atmosphere in the club is calm. Children are busy, engaged in their play and enjoy their time with their friends. Staff are kind and attentive and show genuine care for the children.

They are respectful and polite and inspire this in the children. Children play cooperatively. Older children take time to explain things and help the younger children.

Children demonstrate positive attitudes. Older children, for example, offer to do the washing up to help staff after they have made play dough. Children chat with each other about their day, what they have been doing and what they have enjoyed.

Older children help the younger ones with their tea time, helping them to select their foods, reminding them of good healthy choices. Independence is actively encouraged. Children know to use the tongs to select foods.

They take their own plates and cups into the kitchen to wash them after they have finished. As a result, children develop skills for future life and have a strong sense of self-belief.Children use their imagination while they play.

For example, older children create a play using the puppets, which is watched by staff and younger children. Children move happily between the rooms as they choose where to be and what to play with.Well-thought-out arrangements are in place to support children when they first start at the club.

For example, children initially walk to the setting from school with their parents and they enjoy visiting the setting together. Older children from the local nursery start at the setting when staff identify that they are ready. Children soon become familiar with their new environment and develop new friendships with older children.

This helps to prepare them well for their move to school.Staff create positive partnerships with parents and schools. Parents say that communication between staff, schools and with them is effective.

When parents arrive to pick up their child, staff share information about their child's care and ensure any messages from school are communicated.Staff promote children's communication and language development within the setting. For example, children are supported with home reading books, as well as enjoying those in the club.

Children's literacy and mathematical understanding are carefully reinforced through other activities, such as role play and team games.

Safeguarding

The arrangements for safeguarding are effective.Managers follow safe recruitment procedures to ensure staff are suitable for their role.

They update their safeguarding policies regularly. Staff attend regular training. They have a solid understanding of potential signs that would concern them in relation to a child's safety and well-being.

They know local issues that could potentially have an impact on children and families and talk to children about keeping safe online. Staff know how to respond to concerns and who they should share their concerns with, both inside and outside of the setting. The setting works closely with the schools that children attend to keep children safe.