St Marks Out Of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements The manager greets all children enthusiastically as they arrive at the setting.

Younger children are collected by staff and come in eager to choose what they want to do. Staff have set up storage units with plastic containers of resources and toys for children to access independently. These include games, pretend figures and animals for imaginative play, drawing, writing and creative activities, books, and spaces to complete homework or just 'chill out' and chat.

All children engage fully in activities and the life of the club. They contribute to making the 'rules' for the club and cooperative games. These include using wo...rds rather than actions, being kind to others and taking turns when playing together.

Staff are good role models too. They use conventions such as 'please' and 'thank you' when interacting with the children. Children show tremendous respect for others and value others' opinions.

Staff know children exceptionally well. They talk with parents at drop off and pick up, getting to know families well too. Parents comment on the superb care their children receive.

They say how much they have seen children's confidence grow. Parents appreciate the termly newsletters that give them information about what their children are doing and how they can contribute to supporting them further at home.

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

Staff have formed relationships with the children.

They talk about what children have done at school, join in games and help children as they play. Staff encourage children to sound out words in books they are reading, ask questions about what they can see in the pictures and encourage them to predict what might happen next. Some children use alphabet stencils to create words and sentences.

They are keen to show staff the joke they have written in this way. They are pleased when staff laugh and tell them it is a good joke. Children are confident communicators.

Children's behaviour is good. Older children help younger children. For example, they help them look for and find the lost marble for a game linked to favourite online and television characters.

They cheer friends on as they twist and turn cogs, handles and wheels to get the marble through the maze. When it is time to put the toys away, children know what staff expect of them and are keen to help. They quickly tidy up, then line up to walk down the stairs to the hall.

Staff make sure they complete checks, so they know they have all the children.The manager has put in place a key-person system for the younger children. They make sure they talk with parents and children to find out what is working well or not so well.

All children contribute to decisions about how the club is run. Recently they were able to let staff know what they felt about new members of staff, suggested new resources and helped decide new rules to make sure everyone was being treated fairly. Children show strong resilience, self-control and confidence.

Staff work in partnership with parents and others who care for children such as teachers. They make sure they know about children's needs. They provide consistent messages and support for all children, including those with special educational needs and/or disabilities.

Staff listen and value children's ideas and thoughts. They talk with children about what they have in common and what makes them different. Children are developing their understanding of what makes them unique.

Staff encourage children to think about healthy food and lifestyle choices. Children regularly help prepare and serve snack. Staff talk with children about healthy food choices and make sure children have at least four fruits or vegetables at the club.

Children get lots of chances to be active indoors and outdoors.The manager has clear systems in place to make sure she and staff provide children with high-quality care that meets their needs. She and staff review policies, ensuring they reflect current guidance and keep children safe.

The manager recognises pressures that may affect members of staff. At supervision meetings, she makes sure she considers staff mental health and well-being, as well as their skills and how they care for the children. She supports staff to continue their professional development and sources training or courses to help them do this.

Safeguarding

The arrangements for safeguarding are effective.Staff have secure knowledge of safeguarding. They know possible signs or symptoms that may mean a child is at risk of harm.

They know when to refer concerns about the welfare of children. The manager acts promptly on issues that affect children's safety. She ensures that staff have access to the relevant flow charts for how to act and when to refer concerns in the event of allegations against adults.

Staff talk with children about how they can help keep themselves safe. Children risk assess physical games and activities in the hall. For example, they set up a 'safe play zone' using rope to stop others wandering into spaces where they may be running or throwing balls.

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