Stanley Scamps O.S.C.

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children relax and have fun at this welcoming and inclusive club. They make independent choices about whether to play indoors or outside and engage in a wide range of enjoyable experiences.

For example, children are keen to develop their design skills when working collectively with others to create a gingerbread house. They spend vast amounts of time connecting materials together during small-world play. Children's ideas are immediately acted upon.

For instance, staff help children to create a paper aeroplane and invite them to test out how far they can throw this, to build on their skills from school. However, the current... systems for staff monitoring and training are not focused precisely enough, to extend on staff's good practice even further.Transition to the club is seamless.

Older children willingly hold hands with younger children when walking from the adjacent school to the club and gladly 'buddy up' with them during routines, such as snack time. Children actively demonstrate that they feel happy and safe at the club. Staff have high expectations for children's behaviour and conduct.

For instance, when leaving the school building, staff remind children to walk quietly to show respect for those working in school. Additionally, they encourage children to carry out helpful tasks, such as holding the door open for others. This contributes towards the helpful and considerate attitudes that children adopt.

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

Staff act on children's ideas and incorporate these into activities. For example, on dark nights, staff provide torches for children to use, to support their desire to play outdoors and spark their imagination. Children create their own play themes.

For example, they thoroughly enjoy being pirates. They use their torches to highlight the different markings on the ground and make reference to these being a 'password' or 'hidden treasure'.Staff cherish every child.

Rewarding strategies, such as the 'proud cloud' value the many acts of kindness that children demonstrate on a daily basis within the club. Children voluntarily comfort their friends when they are upset and share toys without prompt. They are caring, considerate and friendly individuals.

Staff interventions are timely and precise. For example, during play with chalks outdoors, staff encourage children to create a map of their local area, to help to enhance their knowledge of the community. Children thoroughly enjoy this experience.

They illustrate various landmarks, such as the school, the club and the nearby church and readily engage in discussions that reflect the breadth of their own experiences.The manager implements a generally good programme of support for staff. For example, annual appraisals help staff to identify what they do well and what needs to be improved.

Additionally, daily team discussions contribute towards the continued improvement of the club overall. However, the current systems for staff supervision are not rigorous or regular enough, to help to inform and enhance staff's ongoing practice most effectively.Staff take an interest in what children have been doing at school and encourage them to hold discussions with others to share their personal experiences.

They involve children in national events that invite them to express themselves freely, for example, by wearing odd socks. Children confidently engage and positively celebrate what makes them and others unique.The manager ensures that staff complete core training, for example, paediatric first aid and safeguarding, to help to promote children's safety and welfare.

However, she does not target a broad range of professional development that aims to help all staff to extend their knowledge, skills and practice even further.Children make healthy food choices at snack time and enjoy plenty of time outdoors in the fresh air. They demonstrate a desire to complete tasks, such as independently zipping up their own coats.

independently.Partnerships with parents are good. Staff keep parents informed of the range of activities that children engage in each day at the club.

They share key safety information with parents, such as emergency first-aid procedures and tips for keeping children safe online, to help to keep children safe at home.

Safeguarding

The arrangements for safeguarding are effective.The manager ensures that the safeguarding and welfare requirements are effectively met through the consistent implementation of comprehensive policies, procedures and practice.

All staff have a secure knowledge of their role in keeping children safe. They are able to recognise any potential safeguarding concerns and are familiar with the reporting procedures. The manager implements safer recruitment procedures to help to ensure that all staff are skilled and suitable for their role.

Useful methods, such as providing new staff with an experienced mentor, help all staff to develop confidence and competence in their role. Children's safety is acutely considered. The effective deployment of staff, high levels of supervision and stringent vetting of any visitors, help to keep children safe during their time at the club.