St Wilfrids Out Of School Care

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive at the club in good spirits after a busy day in school. They are clear of the routines and show a strong sense of belonging while hanging up their coats and choosing somewhere to play.

Children greet the inspector, and older children are keen to tell him that they have just returned from their swimming lesson. An effective key-person system helps younger children to settle quickly and to feel safe.Children engage well in their chosen activities and happily play alongside their friends.

They have positive attitudes towards their play. Children practise their small-muscle skills while using scissors and glue ...to make models of angels and ducks. They enjoy colouring pictures and think of their own ideas while drawing.

For example, children show detailed knowledge of the world as they skilfully sketch a map and point out the various continents, including North America and Europe. They enjoy games and competitions, such as seeing who can build the tallest tower from small construction blocks. Children develop their imaginations while engaging in role play in the shop, saying that 'We have everything, and you need to pay for it.'

They pretend to speak on the toy phone and nurse dolls to sleep, saying that they 'like staying in my arms'. Children have opportunities for exercise and fresh air in a large outdoor area. They can practise their physical skills and coordination while climbing on the climbing frame and playing team sports.

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

Leaders aim to provide a 'nurturing environment where all children can play together and make friends.' This is realised in practice, as children get to meet and build friendships with children from other classes and from another school. Leaders seek the views of staff, children and parents to aid continual improvement of the club.

Children enjoy a range of experiences. Staff plan in advance to promote variety in the activities on offer, many of which complement children's learning from school. For example, topics which children learn about in class are also reflected in the club, such as 'Mental Health Week'.

Children have access to reading books and can complete their homework with staff.Staff follow good hygiene practices, such as making sure that children wash their hands before eating. This helps children learn how to keep themselves healthy.

Staff provide wholesome and healthy foods, for example watermelons, bananas, oranges and crackers. Children talk about why these foods are healthy, saying that they contain vitamins and that they 'make you strong'.Staff help to prepare children for life in the society in which they live.

Children learn about some of the similarities and differences between themselves and others. For example, they learn about different cultures and festivals, such as Eid. Children learn about different families.

They are keen to talk about what they enjoy most at the club. For example, children say that they like to play football and say that 'It feels really nice to meet new people.' Children behave very well.

They are kind and caring towards their friends. Older children are sensitive towards younger children and support them during their play. Children helped to decide on the rules to follow while at the club.

For example, they 'listen to others, use kind hands' and share toys.Partnership working is a clear strength of the club. Staff also work at the host school, which supports children's continuity of care.

Leaders have liaised with another local school, so that more children can also benefit from attending the club.Parents say that their children 'love this brilliant club', which is a 'great boost' to the school. They value the communication from staff and commend them for being 'welcoming' and getting to know their children as individuals.

Parents report that their children make 'lots of new friends'.Staff report that they enjoy their work and that leaders support them well. They access training, such as around how to support children with special educational needs and/or disabilities.

Leaders identify that further enhancing the programme of training will help to continue to develop staff's knowledge and skills.

Safeguarding

The arrangements for safeguarding are effective.Recruitment procedures which leaders follow are robust and ensure that staff are suitable to work with children.

Staff receive annual training in safeguarding and leaders make sure that this knowledge is up to date. Staff understand how to keep children safe and protected from harm. For example, they know what to do if they have concerns for children's welfare or a colleague's conduct.

They know where to find contact details for the relevant referral processes. Staff understand safeguarding issues, including female genital mutilation and child neglect. The premises are safe and secure.

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