SinglePoint Plus Wraparound Care

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements The club is a positive extension of the school day.

Children enjoy their time interacting with staff and peers. For instance, they talk about their intentions for their artwork. Children listen with interest to what others say and they share their own ideas to extend conversations.

When it is time for children to go home, peers say, 'goodbye, love you'. This makes them smile and they leave happy. Staff maximise the space children have at the club to meet the vast ages of children who attend.

For example, early years children have a designated room to safely explore age-appropriate resources. Children benefit from ...a 'gaming' area and an additional reading room to relax in a quiet space away from the larger playroom. Staff ensure children have daily access to outside play.

This promotes their emotional well-being.Staff gain children's views on activities and follow their interests. This positively contributes to children's good behaviours.

For instance, children gravitate to the creative area, where they spend considerable time making an Easter picture. They benefit from supportive staff to assist their needs. For instance, staff draw lines to help to guide children's cutting skills.

They have high expectations for what children can do. For example, when children say activities are too hard, they offer them encouragement and praise to support their developing skills.

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

Staff plan activities with the intent to help children to develop their knowledge and skills in addition to what they learn at school.

For example, children explore zoo animals as they peg visual pictures to the 'who's in the zoo' board, and staff give children the initial sounds of words to prompt their language skills. However, staff do not actively find out about children's specific next steps from schoolteachers to continue to extend children's development at the club. This means staff cannot fully promote consistency in children's learning.

Due to the staff-to-child ratios, early years children benefit from regular one-to-one time with their key person. For example, they engage in role play together. Children show care and concern as they dress their doll, they pretend to feed it a bottle of milk and place it down sensitively for a 'sleep'.

This helps to build strong relationships between children and staff.Staff establish secure relationships with children and families from the moment children join the club. This includes information sharing with schoolteachers when collecting children from school to pass on any necessary information to parents.

This helps parents to further support their children's emotional well-being at home.Partnerships with parents are good. For example, leaders ask parents and carers to contribute their ideas to how funding can be used to further improve children's play areas.

As a result, children benefit from opportunities to grow fruit and vegetables from seeds and observe birds, who feed from the newly purchased feeders. This helps to develop children's appreciation for nature.Children are provided with a choice of healthy foods, such as salads, pastas, and fruits.

They are polite as they wait their turn to self-select their own fruit, and they mix two flavours of drink together. When serving children's food, staff wear gloves to reduce the risk of cross contamination. They remind children to wash their hands.

This promotes their good health.The manager has not been in post for a sustained amount of time. However, she is enthusiastic.

She has identified some new ways of working to raise the quality of children's experiences. For instance, she aims to adapt procedures for rewarding children to promote children's existing good behaviours. This ensures the club continues to grow and improve.

Leaders and staff work together to outline what works well and what they want to develop. For example, during the inspection leaders identify the need to further support individual staff's confidence. Through professional discussion they quickly evaluate the potential root cause and plan next steps to promote professional development.

This reflective practice means staff well-being is of high priority. Staff receive the support they need to build on their confidence to help them to easily demonstrate their knowledge and skills.

Safeguarding

The arrangements for safeguarding are effective.

The premises are safe and suitable for all children who attend. The club has a comprehensive safeguarding and child protection policy for staff and parents to refer to. Staff utilise this policy well to highlight the relevant contact numbers they would use to refer a concern, and to reinforce their confidence when discussing the key indicators that may alert them to concerns about a child's welfare.

This helps to keep children safe. Staff complete regular safeguarding training. They know to speak to the local authority partnership should they have concerns for another staff member's conduct; this includes allegations against the designated safeguarding leads.