Superstars Robert Bakewell

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children in this setting are happy and well looked after. They relax and unwind in the calm environment.

Children have flexibility in the days they attend and make choices about what they want to play with. Board games, played with friends, create positive relationships in the group, and staff ensure no child is left out. Children of all ages have time to practise what they learn in school.

Staff help children to solve problems and make new relationships. Children enjoy playing competitive games and feel that they can trust the staff or ask them for help. Children are offered a range of healthy snacks and practise hygiene ...routines regularly.

They always have the choice to play outside and access a range of sports equipment. For example, children play basketball or splash in puddles in the rain, before returning indoors to change their soggy socks. Children show good manners and are polite and respectful to each other.

Children of all ages behave well. Older children are good role models for the younger children. Since the COVID-19 (coronavirus) pandemic, parents now wait outside the club.

Children excitedly tell their parents about their time spent in the club and often request to go again.

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

Children enjoy the experiences that let them practise what they know and can do. Staff talk to the children to find out what their interests are, and ensure they have opportunities to play in a way that is creative and imaginative.

For example, children use glitter to decorate bookmarks and create structures with feathers, sequins and sticks to take home.Children show good levels of concentration and like to try new things. The older children show the younger children how to make things and understand rules so everyone can take part.

For example, children play team games on the computer and hand-held card games. This ensures children have opportunities to play together.Staff know the children well and treat them with respect.

Children confidently make their own choices. For example, they choose ingredients in their sandwich for snack time and make decisions about when to change routines or to bring out new equipment. This makes children feel listened to.

Staff join in and play alongside the children, making them feel at home. The club provides a different environment in contrast to children's day at school.Parents are informed about their children's time in the club.

They know who to speak to if they have questions. However, staff do not always gather enough information about children and their time at home before they start. This delays being able to meet children's individual needs and build on their interests from the start.

Children enjoy being physically active, even when indoors. They play computer games which require them to dance and move in groups. Children praise each other for their efforts and encourage staff to take part.

Children respond to activities by saying, 'Wow! This is awesome', which shows that they enjoy their time in the club. Children are aware of how to be safe online and they talk to staff about ways they can report problems.Staff support children with school-based tasks such as homework and reading.

This helps parents by reducing the time needed to spend on these at home.Leaders want the club to be successful. They increase their knowledge and understanding relating to specific needs of children.

They undertake regular training and use their experiences to support each other in a small team. Leaders work closely with the school to develop the club and work together with teachers to meet the individual needs of all children.Staff expect children to always behave well.

They ensure they deliver consistent rules for all children to follow, including those with additional needs. However, staff do not consistently include children in the daily responsibilities, such as food preparation. This does not help children to further develop their practical skills.

Safeguarding

The arrangements for safeguarding are effective.Children are safe and well looked after. Leaders and staff have strong policies and a good knowledge of safeguarding and the 'Prevent' duty.

They know how to recognise signs of abuse and report concerns and allegations. Staff know the local area and associated potential risk factors. Leaders check staff knowledge is suitable and up to date.

Staff know how to keep children safe online and educate them about the potential risks. Leaders know how to recruit safely and check staff suitability to work with the age range of children. Staff are all qualified in first aid.

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