The Hive 55

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children clearly enjoy their time at the club. They ask their parents if they can stay longer to finish crafts or games. Children show that they feel safe and comfortable as they confidently chat to staff.

Children of all ages are well behaved, listen carefully and respond to instructions. They take care of resources and are polite to each other. Older children are good role models for younger children and help them to settle.

Children negotiate rules as they play competitive games, such as football and board games. Staff meet the needs of children well. Some staff work within the host school, so they can provide children ...with better support and consistency.

The club operates a 'buddy' system, where the oldest children help their new friends settle in and spend time playing with them. This helps children quickly feel safe and secure in their new surroundings. Children choose where to play and spend time completing games and challenges.

For example, children work as a team to carefully balance blocks to build tall towers. They gather around to cheer each other on and encourage their friends to build it higher, until the tower falls and everyone cheers. Children have lovely relationships with staff and are greeted warmly as they approach different activities.

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

Since the last inspection, the provider has appointed a new manager and worked extensively with staff to address the weaknesses raised at the last inspection. The provider is committed to continually improving and providing good quality care for children. The provider and manager regularly evaluate the provision to ensure that they provide the best possible experiences for children.

Staff feel supported and part of the team. Staff training is effective and targeted to benefit children's experiences. Staff supervisions and team meetings ensure that staff welfare is well considered.

Partnerships with the on-site school are strong. Staff daily talk to teachers to ensure they are fully up to date about children's care, education and emotional needs. Staff provide extra support to help close gaps in children's learning, For example, staff provide fun activities to help improve children's pencil control and listen to them read.

Children in receipt of additional funding and those with special educational needs and/or disabilities are well supported. Leaders liaise closely with staff at the school that children attend, to understand and support children's specific needs.Children access the large school playground throughout the sessions in the club.

They play group games, such as football, and enjoy running around in the large open space. Children work well together as they build large towers out of bricks and test out ideas and skills supportively.Behaviour is good.

Kindness and respect are consistently modelled well by all staff. Older children are thoughtful towards their younger friends and make sure to include them in their games. Children feel a sense of belonging at the club.

There is a strong focus at the club on emotional literacy. Staff help children to manage their emotions and talk about their feelings. For example, children can request to rest in a den area when they feel overwhelmed.

This helps children to cope when they encounter difficulties or frustrations.Children learn about festivals such as Diwali with their friends at the club. They learn about the different types of families that their friends have.

Children begin to appreciate the diverse world that they live in.Relationships with parents are well established. Parents appreciate the effort that the manager makes to accommodate their needs.

Staff give parents plenty of information about what their children do at the club. Parents feel involved in their children's club.

Safeguarding

The arrangements for safeguarding are effective.

All staff receive regular safeguarding training and have a good understanding of how to recognise that a child may be at risk of harm. They are aware of all types of safeguarding issues, including how children can be exposed to extreme or radical views. Staff know the procedures to follow should they have concerns about a child's welfare.

Staff are confident with what to do if they have a concern about a member of staff's conduct. There is an adequate number of staff with paediatric first-aid qualifications on site at all times. Staff know how to deal with accidents and report these back to parents.

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