TJ’s Club (Hampshire) Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Staff listen carefully to what children say. They give children opportunities to share and discuss their ideas.

For instance, children work together to decide what healthy food they want during snack time. This helps children to understand that they all have a voice and develops their cooperation skills.Adults support younger children who are new to the school and are more hesitant.

Staff greet children with warm words and smiles. They notice if children are unsettled and gently encourage their participation. For example, staff motivate children to line up for their snack by encouraging them to try the tasty food.

...>This helps very young children quickly settle and join in with the group.Staff build very good relationships with children. Adults ask children about their interests and help them with their art and puzzles.

Adults laugh with children and speak to them with respect. This helps children feel safe and secure at the club and promotes positive behaviour. Children comment that they like the 'kind' staff.

Children appear happy and engaged in the activities on offer. They proudly show their art to adults. Staff provide a range of outdoor activities to keep children active, including ball games, stilts, hoops and basketball.

Children readily accept adult support, for instance including adults in their role play. Children mix with peers of all ages and appear relaxed and content.

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

Staff design purposeful activities that link to school topics and help extend children's interests.

For instance, when children show an interest in human biology, adults create an art activity that looks at the human skeleton. In addition, adults create a 'Zoom to the Moon' design challenge that links to the school topic of transport and develops children's interest in space. As a result, children are engaged and enjoy talking about their time at the club with their parents.

Staff consistently notice small details about children and how they are feeling. For instance, staff ask pupils to talk about the awards and certificates they bring to the club from school. This helps children feel valued.

Adults also sensitively explain to children any changes to routines and pass on messages from parents. This supports children to manage transitions and relax and enjoy themselves.Parent feedback is very positive.

Adults get to know new children quickly because they listen to parents and use the information they provide. Parents say staff make their children feel at ease. Staff also communicate well with teachers and check with class teams for updates on a daily basis.

This helps maintain the consistency of care between home and school, and it promotes children's confidence and well-being.Staff use a range of strategies to promote positive behaviour. For example, children are placed in groups and can earn team points for their good behaviour.

These points add up over time to award team prizes. However, on occasion, this behaviour strategy is not always applied appropriately. For instance, on rare occasions, staff can take away team points for the behaviour of an individual.

Consequently, at times, children are motivated by peer pressure rather than rewards for self-regulation.Staff have a good understanding of their responsibilities to keep children safe. They know the correct procedures to follow should they have concerns about the well-being of a child.

Leaders record and review any accidents or incidents to identify patterns. Staff carry out daily risk assessments to remove or reduce any risk in areas used by children. As a result, children's safety is prioritised at the club.

Adults explore a range of interesting topics with children. For instance, adults talk to children about flu vaccinations during role play. Children are encouraged to give their dolls 'jabs' to make them feel better.

Adults explain to children what a nasal spray vaccination is using clear language and mime. This prepares children for their upcoming school vaccinations and supports them to feel more at ease.Staff communicate very well with each other and have created a high-functioning team.

New staff feel supported and comment positively on how quickly they are encouraged to get to know the children. Leaders provide supervision for all staff each term, and there are regular opportunities for continued professional development through online training. As a result, staff well-being is high, which impacts positively on children's moods.

Safeguarding

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

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen further the use of behaviour strategies that positively promote self-regulation.

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