Smartys Breakfast and Afterschool Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enjoy a varied range of experiences.

Some children enjoy exploring the rope and tyres to build a swing. Other children learn how to use real tools to assemble the go-kart. Younger children thoroughly enjoy exploring the sand and water.

They confidently talk about what they are doing, share their experiences and show good imagination. Staff interact well to encourage children to develop their language skills even further.Children benefit from positive staff role models who have high expectations for their behaviour.

Children develop good friendships with their peers. There are good opportunities to play ga...mes together. For example, children pair up to create a ladder on the playground.

They listen well for their allocated number to be called and step carefully over their friends' legs as they race back to their space. Staff challenge children well, for example encouraging them to think about odd and even numbers and to do simple calculations. Younger children are aided well by their older friends, and they cheer each other on.

Children with special educational needs and/or disabilities are supported well to engage in club activities by staff that know them well. Children are consistently praised for their attempts and achievements.

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

Staff gather appropriate information as children start at the club from parents and the children's school.

They keep parents well informed of the activities children engage in, both verbally and electronically. Parents spoken to during the inspection comment that they feel their children are safe at the club and enjoy a wide range of activities. Children confirm they are happy and keen to attend.

Staff carefully consider the play environment, providing children with a range of experiences. There are good opportunities to be outside and active, using shaded areas well to protect children on a hot day. There are times to be quiet, such as playing cards or colouring.

Children are able to make decisions for themselves and staff accommodate their ideas well.Children behave well. They understand the rules that keep them safe.

For example, when a ball rolls into a restricted area, they politely ask a member of staff to retrieve it for them. Children use their words well to explain when they do not feel safe, such as on the rope climbing frame. Staff effectively support children to resolve any conflicts and to explore safe ways for them to play together.

There are effective care practices. Children learn the importance of washing their hands before they eat and keeping hydrated on a hot day. Children gain good independence.

For example, they enjoy the responsibility of washing their own cups and plates after tea.Staff communicate well with each other to keep children safe. For example, they make it clear when they are escorting children to the toilets so that staff can reorganise themselves effectively to supervise the children.

There are effective recruitment and induction arrangements to ensure staff are suitable for their role. The supervisor is supported well in her new role. For example, the owner is on site to model practice and guide understanding of the leadership role.

There are ongoing supervision meetings to develop staff's skills.

Safeguarding

The arrangements for safeguarding are effective.Staff use their detailed risk assessments effectively to provide children with a safe and secure environment.

Children listen well to staff, understanding they need to keep close as they cross the busy playground to the yurt. Staff supervise children well, deploying themselves to where children need them. The provider and the designated safeguarding lead for the club have good understanding of managing any safeguarding concerns.

There is effective partnership with the school and other agencies to ensure children are kept safe. Staff have good understanding of the possible indicators that children may be at risk of harm. They know who to report concerns to, including if they have a concern about a member of staff.

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