The Den Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive with smiles on their faces each afternoon. Their laughter and singing fills the air. Everywhere that you look, children are immersed in play.

The atmosphere buzzes with their excitement. Staff are good role models. They provide children with clear expectations for their behaviour.

Children behave well and show positive attitudes towards their play. Staff know children incredibly well. They plan activities that capture children's interests and keep them motivated to play.

For example, children relish collecting leaves and twigs to create an autumnal wreath. Staff listen to children with genuine inte...rest. They ask them questions about their time at school.

Children excitedly share what they have been learning at school. For instance, children demonstrate to staff how to draw in the style of different artists.Staff encourage children to express their individuality through dancing and imaginative play.

For example, children enact the roles of chefs. They explore paint and create self-portraits. Children travel to a 'magical land' while pretending to be on an aeroplane.

Staff encourage children to develop their independence from an early age. For example, children wash their hands before eating. They take care of their personal belongings and help to tidy toys away.

Staff provide opportunities for children to take part in relaxation activities. For example, children enjoy listening to different music while snuggled up with each other. They are fascinated while exploring the sensory room.

They talk about the different coloured lights and the calming effect the sound of water has on them. Children develop a good awareness of mindfulness. They are confident to talk about their feelings and emotions.

Children are caring and thoughtful individuals.

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

The setting has effective systems in place for self-evaluation. It continually reflects on how it can make the play environment more inviting to children.

For example, the setting has introduced play equipment, such as a pool table, to promote children's social skills. This has worked exceptionally well. Children show excellent social skills while playing together.

They follow rules and cheer their friends on.Effective arrangements are in place for staff's supervision and appraisals. Staff are given realistic targets to meet.

They attend mandatory training and share best practice with each other. However, the setting has identified that it would like staff to attend more training to help to improve their overall professional practice.The support in place for children with special educational needs and/or disabilities (SEND) is good.

Intervention plans are monitored with precision and shared with parents and carers, teachers and external professionals. Children with SEND get the support that they need and they flourish at this nurturing setting.The setting has devised a play programme that is built on what children already know and can do.

Children enjoy an array of play experiences. For example, they talk with fondness of a recent trip to the seaside. They recall building sandcastles and listening to the sound of the sea.

These broad experiences help children to gain a good understanding of the world around them.Staff teach children about similarities and differences between themselves and others. For example, they provide activities for children to learn about different cultures, faiths and religions.

Children discuss how some people have different coloured skin, eyes and hair. They are tolerant individuals. Children show kindness towards others and their behaviour is excellent.

The setting gives high priority to children's emotional well-being. Staff spend time getting to know children and their families during the settling-in period. Children settle quickly.

They develop trusting relationships with staff and with their friends. Children have a strong sense of belonging.Staff support children's physical development well.

They provide a range of activities to promote children's physical endurance. For example, staff encourage children to jump and run while taking part in dodgeball. Children demonstrate resilience while learning new skills during football.

They show excellent physical dexterity, coordination and balance.Staff teach children about the importance of living a healthy lifestyle. They talk to children about eating healthy foods, taking regular exercise and following good hygiene practices.

Children discuss the importance of looking after their teeth. They notice the effect that exercise has on their bodies. For example, children talk about the rhythm of their heartbeats after taking part in sports activities.

Partnership working is strong. Links with the local authority and schools are built on trust and respect. Parents receive regular updates about their children's time at the setting.

Staff provide parents with information about events taking place in the local community and how they can access universal services, such as healthcare. Parents spoke highly of the setting. They commended staff for their loving and caring nature.

A strong sense of togetherness pervades this setting.

Safeguarding

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