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What is it like to attend this early years setting?
This provision meets requirements Staff work hard to create a setting, which is welcoming for all children. They ensure that children have the support which they need to take part in all the activities on offer. Children are happy and enjoy each other's company.
Staff develop good relationships with children. They take time to listen carefully to children as they talk about what has happened during the day. Children enjoy a wide range of activities and provide ideas to staff about what they would like to do while at the club.
They benefit from the opportunities for outdoor play, making up games and taking part in running races. Staff understand how to keep... children safe. For example, they take children to shaded areas during warm weather.
Children understand routines and the expectations which staff have of them. They clean their hands before eating and tidy away their plates when they have finished. Children are polite.
They happily check whose turn it is when playing games and share toys with each other. Staff display children's creative work. Children proudly talk about what they have made, demonstrating their sense of achievement.
They say that they particularly enjoy the arts and crafts activities which staff provide.
What does the early years setting do well and what does it need to do better?
Staff have high expectations for children's behaviour and immediately address any concerns they might have. They quickly put clear strategies in place to support children to learn about being respectful towards each other.
For example, children have created their own 'golden rules', which are displayed on the wall. Staff put clear boundaries in place and talk to children about how to manage their emotions. They work with parents to create a positive atmosphere in the club.
Overall, partnerships with parents are strong. Parents say that they are very happy with the service which they receive. They highlight that staff understand how to meet the needs of children with special educational needs and/or disabilities.
However, the provider acknowledges that there is scope to improve the amount of information which parents receive, such as about the staff who care for their children and the activities they offer.The provider supports staff's professional development well. Staff have access to a wide range of training, which they access regularly.
They use their training effectively. For instance, staff deepen their understanding of the risks which may face children in their lives outside of the school and club. They talk about the support which is provided for children from disadvantaged backgrounds.
Staff create areas where children can sit and relax after a day at school. Children lie in beanbags and enjoy some quiet time. They sit and chat to their friends, supporting their developing social skills.
Children have the opportunities to talk about what makes them different and the same. Books are available for children who want to sit and read, practising the skills which they are learning in school.Children are supervised well.
Staff work closely with the school to create strategies for younger children to move safely from their classrooms to the club. They use radios to communicate with each other as children move between the indoor and outdoor areas. The staff and provider work closely with the school about internet safety.
Staff carefully follow the rules set by the school and monitor children closely when they are using the school's computers during their time at the club.Children gain confidence as they overcome the challenges provided by some of the creative activities staff plan. For example, they make 'jellyfish' in bottles.
Children measure out water and think about how much food colouring to put in it. They estimate how much water they need to pour into small plastic bags to create the jellyfish, using scissors to cut the tentacles. They are fascinated by how the jellyfish 'float' and 'sink' in the bottles.
Children's views are important to staff. For instance, they discuss recycling and staff listen to children's concerns about the environment.
Safeguarding
The arrangements for safeguarding are effective.
Staff demonstrate that they understand their responsibility to keep children safe. They carry out regular risk assessments of the premises and equipment. Staff record which children are at the club.
They are able to recognise the signs and symptoms which may give them cause for concern about the welfare of a child and know the procedures to follow. Staff are secure in their understanding of the duty which they have to report concerns about the conduct of colleagues. The provider carries out checks to ensure that staff are suitable to work with children.
