TB SPORT at Manor Park

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enter the club confidently and show that they feel happy.

Children show they understand what staff expect. They hang up their belongings before they go to wash their hands, ready for their snack. Children sit patiently and wait for their snack.

Staff provide choices so children can independently select what they want to eat. Children respect one another. They take turns to pass cheese and meats around the table to make their own wraps.

Additionally, children learn how to keep themselves safe while they prepare fruit salads. Staff model how to use the knives. They remind children to keep their fingers out ...of the way as they slice the fruits, especially if the fruit is hard as the knife could slip.

Children show that they are proud. They call, 'I did it,' as they successfully chop up a variety of fruits. Children demonstrate positive friendships with one another.

When staff ask if children would like to join them to play a game, children call to their peers to ask if they are coming to play as well. Staff engage with children well and position themselves to support children's engagement in the activities. Children gain new skills, as staff introduce new games.

For example, staff model how to use a wand along a wire and explain the aim is to get to the end without making it 'buzz'. Children practise repeatedly until they can keep their hand steady to move the wand to the end of the wire.

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

Staff build positive relationships with children and their families.

Staff are welcoming and calm when children enter the club. They speak to children about the choices of activities. This supports children to settle quickly and engage with activities that are set up.

Additionally, staff use children's interests to plan activities. Children show that they enjoy the activities and engage for long periods of time.Staff work closely with parents and the host school to share information about children.

They use this information to determine any further support children may require. Staff support children who have special educational needs and/or disabilities. For example, the provider increases the number of staff working with children to ensure that all children can fully access the activities they provide.

Staff develop children's imaginative play. Children take on the roles of parents in the play kitchen. Staff enhance the experience and ask children if they can make them different meals.

Children enjoy the task of 'making foods' using different pots and pans. They present the pretend foods to staff and giggle with their friends as staff enthusiastically try the meal.Staff support children to develop a positive sense of self.

They display children's work around the provision and praise children when they persist in an activity that they find difficult. As children notice their pictures on the wall, they demonstrate their pride. They take their friends to their picture, point and explain what they have drawn.

Staff support children to develop mathematical skills. Staff use a number board and place different numbers for children to add together. Children concentrate well.

They recognise the numbers staff use. They lift up felt fingers on the board to aid them to count out how many the sum is all together. Children successfully complete the sum and begin to learn about adding numbers together in an equation.

Staff comment on the positive support they gain from the management team. They receive support meetings that help them to gain ideas and implement a variety of activities for children to participate in. Staff express the positive impact training has had on their practice.

They feel they have an enhanced knowledge of how to respond to accidents and injuries through training they have completed.Staff provide regular updates for parents through an online system, as well as in-person conversations. Staff tell parents what their children have been participating in and how their child has been during the session.

This helps parents to feel fully informed about their children's experiences at the club. Parents describe the variety of activities that their children participate in. They add that this helps their children to attend happily.

Additionally, parents comment how staff are approachable and friendly, which supports children to settle quickly, especially when their children do not attend frequently.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

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