The Lime Trees

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy and settled in this inviting club.

As children leave their school classrooms, they assemble with staff in an allocated safe space on the school playground. They are excited to talk to staff about their day at school. Staff listen attentively, which helps children to feel highly valued.

Children listen and follow instructions. For example, when staff put their hands on their head and ask children to stop, children copy and stop what they are doing. They are given clear messages about changes to the routine, such as when they can play outside.

Children develop an understanding of how they can keep... themselves safe in the club. They say that when they practise fire drills, they have to line up and go outside. Children behave well and follow good hand-hygiene practices before they sit around tables to have a snack.

These times are social occasions when children are excited to talk to staff about their achievements and experiences at home. Children tell visitors what they enjoy doing at the club. For example, children say they like to play with the equipment outside and to colour.

Children concentrate and persevere at tasks. For example, when they use stencils and pens to make marks on paper and when they use bricks to build and construct.

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

The provider and management team have a clear vision for the club.

They are dedicated and passionate about providing a place where children have fun and make friendships. They are committed to continuously reviewing practice to provide the best possible care for children. For example, after receiving feedback from parents, they are currently reviewing the food they offer children at snack time.

Staff attend regular meetings with the manager to help them to reflect on their practice. They continue their professional development through a range of relevant training courses. This helps staff to support children when they play with open-ended resources.

For example, after children use material to make a den and a parachute, staff offer ideas to extend their interests further. They invite children to hold on to the edge of the material and put small objects in the middle. Children work together as a team to make the objects bounce on the material.

Children are creative and show a good imagination. Staff provide a wide range of resources for children to explore. Children use large foam shapes, straws and tape to construct objects they can use to jump.

They develop their knowledge of famous artists and attempt to copy their sculptures when they manipulate clay.Parents are overwhelmingly positive about the experiences children receive in the club. They describe how much their children enjoy attending.

The manager and staff have built effective working relationships with the host school. They talk to school teachers about what children have been learning during their day at school. Staff use this information to complement children's experiences.

When children begin to learn to write, staff provide opportunities for children to strengthen the muscles in their fingers to support this skill. For example, when children make dough, they are asked to mix the ingredients together with their hands.There is a key-person system in place so that each child has a member of staff who supports their individual needs.

When children first start attending, staff offer taster sessions for families to attend. Staff set out activities and equipment they know children like. Because of this, children settle very quickly into staff's care and show that they feel emotionally secure.

Staff provide daily opportunities for children to play outdoors. Children share and take turns when they play ball games with staff. They play cooperatively with other children when they climb and balance on large apparatus.

This contributes to children's physical exercise to help promote a healthy lifestyle.Staff plan experiences to help prepare children for life in modern Britain, such as to help them to understand about diversity. For example, staff talk to children and read them books to help them understand about similarities and differences and to promote equality for everyone.

Safeguarding

The arrangements for safeguarding are effective.Staff talk to children about the potential dangers when they use the internet, such as cyber bullying. Parents are invited to attend webinars to help them to keep their children safe at home.

This includes providing them with information about internet safety and first aid. The provider, manager and staff understand their responsibilities to safeguard children. They are aware of the potential signs of abuse and where to report concerns about children's safety and welfare.

Furthermore, they know the procedure to follow if they have concerns about staff's behaviour. The provider follows robust recruitment procedures to ensure that staff are suitable to carry out their roles and responsibilities. This contributes to children's safety.

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