SouthwoodInfants@GetActiveSports

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive at the club eager to meet with their friends before the school day starts. Younger children, and those who are new to the club, settle very happily as they are welcomed by friendly staff.

Children quickly choose from toys and resources they enjoying playing with. They relish opportunities to be creative, as they experiment with glue, stickers and feathers, sharing ideas about what they intend to make. They show great pride in their work, smiling widely as they show visitors the 'toy boxes' they have drawn and add 'the ladybird with the heart-shaped wings'.

Staff value children's ideas and have high expectat...ions for what they can achieve. Consequently, children are confident, safe and happy. Children's behaviour is exemplary.

The respectful and caring relationship between children and staff contributes to the happy and harmonious environment. Younger and older children play extremely well together. For instance, as children play snakes and ladders, they take turns in throwing the dice.

They wait patiently for younger children to count the numbers of spots on the dice before moving their counters. Children relish staff joining in with the activities they choose, such as when staff teach older children about different chess pieces and the different directions they can move on the board.

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

Staff sensitively help new children to settle in to the club.

They recognise the differing needs of older and younger children and how they can help them settle into new routines. Staff get to know their key children well and this contributes to how children move seamlessly from their homes to the club and then school.Parents speak positively about the care their children receive.

They value the conversations they have with staff about their children, to help them tailor care to children's individual needs. Parents receive regular updates about the activities offered at the club, through newsletters and discussions with staff. They say that their children are very happy and often ask to go for extra days at the club, as they enjoy the time they spend there.

Staff regularly praise children and celebrate their achievements and efforts with them. Children receive points to put on 'Super Star clouds' for positive behaviours, such as being kind or helpful. They look forward to point milestones and being able to select a treat.

This positive approach contributes to children's exceptionally good behaviour.Children benefit from opportunities to be actively involved in creating a club that they enjoy attending. Staff listen to children's ideas and take account of their choices, valuing their ideas.

For instance, when children request additional building blocks to extend their creative play, staff provide these.Staff say that they enjoy working at the club. They feel valued and well-supported by the senior leadership team.

Regular supervision, training and mentoring of staff enables them to grow their skills and knowledge. Staff benefit from a wealth of training opportunities to develop their understanding of the way in which children learn. This has been used to increase the understanding senior leaders have of working with all children, including children with special educational needs and/or disabilities.

Staff promote healthy eating and children learn about routines which promote their own health and well-being. Children benefit from making choices from foods that are nutritious and support their individual dietary needs. However, sometimes staff do not consider how meal routines can be used to promote children's independence fully.

For instance, staff often prepare and serve children their meals and miss opportunities to help them learn how to manage some of these routines for themselves.Staff plan and provide activities carefully and successfully to support children's learning in school. Younger children have plenty of opportunities to see, hear and practise writing new words.

Staff incorporate mathematical language and concepts into children's play.

Safeguarding

The arrangements for safeguarding are effective.Staff are aware of the signs that might indicate that a child is at risk of harm.

They know how to report and escalate concerns about children or potential allegations made against a member of staff. Staff are clear about the processes to follow should they have any concerns about children's welfare. They discuss safeguarding matters through training and regular meetings, to help keep their knowledge up to date.

Staff deploy themselves effectively, which ensures the close supervision of children, including when they are eating. Staff use opportunities to teach children about safety. For instance, they talk to them about correct ways to sit on the chairs to prevent them from falling.

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