Slaithwaite After School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enjoy a calm yet stimulating environment at this after-school club. Leaders and managers provide children with a range of resources that engage children and focus their attention.

All children are happy and settled in their play. They show good levels of concentration as they build a tower of bricks and engage with resources to help to develop their imaginary skills. Staff encourage children to have a positive attitude.

They show patience and give praise as they teach children new skills. For example, staff encourage young children to practise skipping. They offer support and encouragement to keep on trying and pr...aise them for their efforts.

Even when children have not yet mastered the skill, they are eager to keep on trying and persevere.Children feel safe and secure and develop strong relationships with staff. Staff are positive roles models and support children to build relationships with each other.

They encourage children to play cooperatively. For example, staff ask older children to lead a circle game on arrival at the club. They ask the most-able children to support younger children to keep score when playing a table-top game.

Children listen to staff and follow instructions well. They enjoy the responsibilities they are given. Children learn to have respect for each other.

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

Leaders and managers give a high priority to children's physical development and the benefits of outdoor play. Children have free access to a large outdoor area. Staff ensure that a wide range of resources are available to meet children's individual developmental needs.

Children skilfully control a football, learn to use a bat and ball and catch a frisbee. Younger children develop their skills as staff support and encourage them.Staff give children sensitive reminders about the rules in the club.

They use positive language to reinforce the behaviours they expect and ensure that children understand why the safety rules are in place. For example, staff remind children, who are using a ball inside, to roll it instead of throwing it, in case it hurts someone. Older children hold hands with younger children on their walk to the club from school.

They watch and listen as they cross the road. Children develop an understanding of the rules of the club and how to keep themselves and others safe.Mealtimes are a social time for children.

Leaders and managers promote healthy options for children's food and drink. Staff are aware of any dietary needs and encourage children to try new foods. They sit with children and speak with them about foods that are healthy.

Children enjoy talking with staff and their friends about their likes and dislikes.Staff know children well. They find out about children's individual health and dietary needs and requirements.

Staff consider children's interests and development needs when planning activities. They work with schools to deliver consistent support for children with special educational needs and/or disabilities. For example, staff use similar strategies to support children during transition times.

This ensures the continuity of care for all children.Leaders and managers ensure that children are allocated a key person when they start. However, not all parents know who this is or what their role is.

Leaders and managers have not considered further ways to share this information so that all parents and carers fully understand the role of the key person.Families feel supported and report positively about the club. They comment that 'nothing is too much trouble'.

Parents comment their children are happy and regard staff as positive role models. Staff offer wider support to families and have a high regard for children's well-being.Leaders and managers have acted swiftly to address previous actions.

All staff complete safeguarding training relevant to their roles. They have a clear understanding of when a child may be at risk of harm and the procedures to follow should they have a concern. Leaders and managers implement effective supervision procedures that help to develop staff's practice.

This ensures that staff continue to develop their own skills and knowledge.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

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