St Walburga’s After School Club Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children excitedly engage with all of the activities on offer at this after-school club. They concentrate for prolonged periods and share resources kindly with each other.

Children's behaviour is excellent. They cooperate and encourage other children to join in their play. Older children check on younger siblings to make sure that they are okay.

Children demonstrate a caring attitude towards others. For example, children help each other make a den using drapes on a frame, and congratulate each other as they complete it. Children demonstrate that they are happy and feel safe, as they chat to each other and greet visitors....r/>
Staff listen carefully to children and hold extended conversations with them. Children thrive because staff show that they genuinely care. They help children that are new to the club settle in and to feel secure.

Staff support children at snack time and show them how to fold a wrap full of healthy salad. Children and staff decide on the rules for the club together at the start of each year. This helps children to feel a sense of ownership and, as a result, they maintain the high expectations.

Children swiftly follow instructions and demonstrate familiarity with daily routines, such as washing their hands before snack.

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

Children with special educational needs and/or disabilities are very well supported. Staff provide picture cards to help children to describe their emotions and manage their feelings.

They work one-to-one with children at key moments to ensure that children know what to do next and begin to develop their independence. Staff provide space for children to relax and unwind. There are quiet areas dedicated to supporting children that benefit from time away from a large group.

Parents feel well informed about the experiences that their children take part in at the club. They trust the staff team and say that they value the flexible service. Parents receive termly newsletters and have time, when collecting children, to talk to staff.

Children have lots of opportunities to play and be physical outdoors. They have access to a forest area, where they spend time in nature and observe the natural world. Children vigorously take part in cricket games, football and badminton.

They have access to water throughout the session and take rest breaks when they need to. Children develop their fine-motor skills as they mould clay to make hedgehogs and create spikes using small sticks.Children help staff to plan activities, making requests about things they would like to do.

Staff observe children and talk to them to find out about their emerging interests. This helps them to plan new activities that children enjoy.They hold 'cinema Fridays' and children choose from a range of films.

Children learn about national events and create displays of the work which they have done about the Queen.Children immerse themselves in imaginative play. For example, they play families with dolls, pretending to be a mummy with a baby.

They carry out care routines on the baby, such as dressing them, feeding them and taking them for walks in the buggy.Children have lots of opportunities to be independent in the club. They choose from a wide range of resources that support their learning and build on their knowledge and skills.

For example, children discuss nocturnal animals and find out what 'hibernate' means. They find out about the habitats and features of hedgehogs, with the help of the supportive staff.Leaders and managers strive to continually improve.

They develop staff's skills through external and internal training. Staff say that they feel well supported in their roles. They work well as a team to promote the values and ethos of the club in every interaction with children.

Safeguarding

The arrangements for safeguarding are effective.All staff are trained in safeguarding and they know what to do if they are worried about a child. Leaders and managers give a high priority to children's safety and welfare.

Staff carry out regular risk assessments, along with checks of the environment and resources, to ensure that children stay safe. Staff take part in quizzes and meetings with leaders to keep their knowledge up to date. Children understand how to keep safe.

For example, they ask permission before retrieving a ball that goes over the fence. Leaders liaise with safeguarding staff in the school if they have any concerns about children. This ensures a comprehensive safeguarding approach.

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