The Rowans After School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive happy at this out-of-school provision and show excitement to become involved in the well-thought-out activities available.

Children independently choose what they want for their meal. They talk about what is healthy as they are given options of fruit to have alongside their food. As they sit together, children talk among themselves about what they have been doing during the school day.

Children access the wide range of learning opportunities and resources within the room. They quickly become engaged and show high levels of concentration as they interact with each other. Staff support children's learning and... follow their interests.

For example, when children decide to create a menu, staff choose what food they would like to eat off it. Children eagerly create the items with play dough and talk about how they will bake the items the following week.Children's independence is promoted.

Children independently access the toilet, after telling staff where they are going. They make choices and are able to access resources they would like to play with. Children with special educational needs and/or disabilities (SEND) are supported well.

Staff have made adaptions and provide resources to ensure all children are included and have access to all activities. Children share that they are happy at the setting and staff are friendly and helpful.

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

The manager has a clear vision to continually develop and improve this already thriving out-of-school club.

The manager continuously reflects on the practice and uses a wide range of tools to support and enhance the opportunities offered to all children.The manager supports the staff team extremely well and provides regular supervisions and appraisals. Staff have opportunities to discuss training and professional development within these meetings, as well as their own well-being.

Staff regularly attend training, which allows them to continually build on their knowledge.Staff follow the interests of the children as they use a map of the world to look for different countries. Staff then build on these interests as they talk to children about Europe and ask them about places they have visited.

Children talk about their holidays and where they want to go next.Physical development is supported throughout the session. For example, children have access to a large noughts and crosses game, as well as large cars that they push around the room.

However, occasionally, staff do not provide enough resources to fully promote children's physical needs. For example, towards the end of the session, some children become a little boisterous and run around.This leads to some children becoming distracted and not fully engaged in the activities provided.

Staff manage children's behaviour well. Staff quickly address difficult behaviour by getting down to children's level and talking to them calmly. Staff support children to become engaged in activities with other children.

Children's well-being is supported extremely well. An area has been created for children to access if they want quiet time during the session. Staff acknowledge any children who go to the quiet area, ensuring they are okay and offering them someone to talk to if they want to.

Children and staff have created clear rules and boundaries for the provision. Staff share how much of a positive impact this has had as children take ownership for their behaviour and link it to the rules they have created.Parents are happy with the provision.

They share that the staff and children have positive relationships and children look forward to attending. Parents talk about how well staff know their children and how they support them with their personal development. Parents are happy that during the holidays, there is a fun-filled agenda planned, and children enjoy their time spent at the provision.

Staff work closely with local schools to ensure there is a smooth transition between the provisions. Staff gain information during drop-off and collection times and share any information needed with parents. Staff work with parents and schools to provide appropriate activities and resources for all children, including those with SEND.

Safeguarding

The arrangements for safeguarding are effective.Staff show high levels of knowledge and know what procedures they would follow if they had concerns about a child. Staff recognise the types of abuse and share what they would do to ensure all children are kept safe.

The environment is safe and secure, and staff complete regular risk assessments to ensure the building is safe for all children. The manager follows a robust recruitment and induction process. Staff are given a detailed safeguarding training programme to follow when they begin their employment, and this continues through regular support from the manager.