The Lime Trees at Hunters Bar Infant School

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive at the after-school club happily and full of enthusiasm. They quickly settle into the familiar routines.

Children confidently remind each other about the meaningful rules for playing safely, as they sit together at the start of the session. Staff use clear strategies, such as clapping rhythms, to gain children's attention. Children listen carefully to adults and each other.

They show that they feel secure and understand the staff's high expectations of their behaviour.Staff plan and create a stimulating play environment for children to make their own choices. Children have fun as they excitedly engage with ...a wide variety of age-appropriate activities.

One example of this is when they delight in making superhero masks in response to the 'Book of the Month' story. Staff listen to children's preferences. They make sure that children who request this can continue to access the materials they need for their current favourite craft activity.

Children approach staff for reassurance and comfort, when needed. For example, when they need a quiet rest they cuddle up to staff to share a book. Children know they can ask adults when they need support with practising their skills, such as making flower collages in response to the 'Artist of the Month' painting.

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

Dedicated and committed leaders are very supportive of staff well-being and professional development. They skilfully ensure that staff are fully prepared for their roles from the start. They provide comprehensive ongoing supervision and training.

The strong leadership team reflect regularly and thoroughly on the quality of provision. They identify strengths and any areas for development and take action as needed. They listen to the views of parents, children and staff and take these into account when making any changes.

Leaders provide clear and appropriate guidelines for planning within the club. They encourage managers to tailor these plans to meet the needs of individual children. This helps to ensure good experiences for all children, including those with special educational needs and/or disabilities.

Staff interactions with children are consistently good. They work well together as a team. They hold lively conversations with children and give positive feedback and encouragement during their play.

Staff encourage children to 'have a go'. They frequently praise children's efforts and celebrate their achievements with them.There is a very effective exchange of information with the host school from the start.

This helps to ensure that children settle well. Staff get to know children and their needs. Children show a sense of belonging at the club.

Staff establish positive relationships with parents. They gather information about children's needs and interests when they begin attending. Parents say that they are happy with the care given to their children.

They feel well informed, for example, through verbal feedback, online information and newsletters.Staff provide support for children to form friendships with each other, especially those that are quieter or less confident. They identify children who are new to the club and help them to join in with play.

This helps children to feel safe and to get to know each other.Children behave very well and are kind, helpful and respectful. They show that they understand the boundaries agreed with staff.

One example of these is showing respect to others. Children are keen to support their friends. For instance, when they play a game of skittles outdoors, they cheer them on.

Children are polite, saying please and thank you.Staff prioritise exercise and fresh air for all children. For instance, children practise their throwing skills in a large open space.

This daily routine of outdoor play helps to support children's understanding of the importance of being active and healthy.Children develop their independence as they serve their snacks, pour water to drink and wash up the plates after eating. They follow good hygiene procedures, such as washing their hands before eating.

Children learn about making healthy food choices, including from a wide range of available fruits and vegetables at snack time.

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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