The Young Explorers Club - Breakfast, After School And Holiday Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive happily and are greeted by kind and caring staff, who form strong bonds with children. Children are quick to settle.

They make choices about which snack they would like and the activities they would like to do. Children join their friends and remain engaged throughout their session. They have the freedom to move to different activities.

However, many children remain engaged at one activity. They concentrate for long periods and are proud of their creations.Children are eager to talk to about why they enjoy coming to the club.

They say they like staff and feel safe. Children describe how approachabl...e staff are, especially if they are upset. They talk about the activities they enjoy the most.

Children like some of activities because they are relaxing. Their favourites are playing board games and spending time with their friends. Staff set up inviting activities for children to choose from.

They have a strong knowledge of children's likes and dislikes. This helps them to provide activities which are popular and interest the children. Younger children engage in role play, using their imaginations to create stories and characters.

Staff engage with children. They model good communication skills and enhance children's play by asking them questions. This encourages children to extend their play further.

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

All children benefit from high-quality and one-to-one interactions with staff. Staff listen to children attentively. Children talk about how their day was and about upcoming events at home and school.

Staff make children feel at ease about any worries they have. Children and staff form strong and warm bonds.Staff are always very polite and kind and are good role models.

Children listen and respond well to staff and other children. They wait their turn and ask other children if they have finished using resources before they take them. Children make robots from junk.

They are proud of their achievements and share these. Staff motivate children, for example, through the use of praise.Children have access to a cosy area where they can read for pleasure.

Staff provide children with a wide range of non-fiction and fiction texts. They carefully select some of the non-fiction books to support the school curriculum. Staff use other non-fiction books to promote children's learning in areas that are of personal interest.

Staff prepare healthy meals for children. Children help to set the table at mealtimes. Staff are aware of any children's dietary requirements and allergies.

Children wash their hands and can explain why this is necessary when questioned by staff. They explain that washing their hands removes dirt and harmful germs. Children self-serve at mealtimes and are encouraged by staff to make healthy choices.

Children are supervised well when they are eating.Leaders are very reflective. They offer all staff mandatory and non-mandatory training.

For instance, recently, staff have completed training on child development and well-being. Leaders work closely with the local authority and primary schools to ensure that all staff have relevant training to suit the individual needs of children that they care for. They have high expectations of all children.

Staff have attended training on autism, attention deficit hyperactivity disorder and art therapy to support children with special educational needs and/or disabilities.Parents speak positively about staff. They mention how knowledgeable and experienced the staff are.

Parents are happy, commenting that their children come home and tell them about the variety of experiences they get during sessions. Parents say their children are in a safe environment. They know they can speak to staff and leaders about any concerns they may have.

Staff sit with children to support them through activities that are more challenging. When children need more support solving problems, staff respond positively. For instance, they sensitively support some children who struggle when practising their scissors skills and sticking junk models together.

Staff ask questions and wait for children to think and respond. Children share their ideas and solutions and overcome the difficulties with support. Staff are patient and encouraging.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good knowledge of safeguarding practices. They can identify the signs of child abuse and identify children who may be at risk of radicalisation.

Staff understand the recording, reporting and referral procedures. They know their responsibilities in keeping children safe. Staff understand the impact of domestic abuse on children and families.

The designated safeguarding lead ensures that all staff training is updated regularly. Staff know how they can support children and families to promote online safety and how to prevent peer-on-peer abuse. Leaders follow safer recruitment processes to ensure that all staff working with children are suitable and make sure that ongoing checks take place.