The Big Adventure Club Catherine Wayte

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Staff warmly welcome children as they arrive after school from their classrooms.

Children show high levels of confidence and are motivated to join in with the well-planned activities. For example, children make medals for their loved ones, make pretend cupcakes from dough and gems, and participate in a game of dodgeball with staff. Children build strong relationships with staff and each other.

Staff know the children well and provide activities that they know the children are interested in. Children make mini-origami aeroplanes, and staff join in seeing how far they can fly. All children were confident to talk to the inspe...ctor about what they most enjoyed at the club.

They talked about how they help each other, commenting that the staff are friendly and approachable, which makes their time in the club more enjoyable.Staff are positive role models in the way they speak to the children and each other. This helps children to follow the simple rules such as being polite and using kind hands.

Staff give clear explanations and help children to understand the implications of their behaviour if there are any issues. The managers build strong relationships with the school, which helps staff support the children.

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

There are good procedures to monitor and evaluate the provision.

For example, staff notice the children are not using the book area, so they introduce beanbags and comfy chairs for the children to use while looking at the books, which has the desired effect, and children use the book area more frequently. Children are very confident to share their ideas about what activities they would like and how staff can support them. Children tell the inspector that staff are good at joining in with their games.

Leaders implement good recruitment and vetting procedures to ensure staff are appropriate to work with children. There is a comprehensive induction and ongoing supervision and appraisals to make sure staff keep their knowledge up to date. For example, staff regularly update their safeguarding knowledge, including their knowledge of 'Prevent' duty and county lines.

Staff are confident to request additional training, such as special educational needs and/or disabilities and e-safety. Management provides staff with opportunities such as training.Staff build strong relationships with parents.

They are available at the end of the session when parents collect to have a chat about how the children have been. Parents report that their children enjoy coming to the club, and they are confident that the children are safe and well cared for. They are pleased with the communication they receive from the club.

Children clearly enjoy their time in the setting. The effective key-person system means that staff know their children well and can plan activities that they know the children will enjoy and benefit from, such as gymnastics, being creative and construction.Staff promote healthy lifestyles.

They are currently involved with a local project promoting being active, enjoying healthy foods and learning how to prepare simple meals. In addition, children have good opportunities to play outdoors, where they develop their large-muscle skills. Staff provide parents with good information on basic recipes, free food, food banks, housing and healthy lunches.

This supports children's health and general well-being.

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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