Thurlby Kids Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enter the club confidently. They are eager to hang their belongings up safely on the pegs provided. Children have fun; they frequently laugh and giggle with each other.

Children respect and help each other when they need it. For example, older children support younger children to understand the instructions to play bingo. Other children ask for help to lift 'heavy parcels'.

Children quickly lend a hand to lift the box onto the floor. Children are kind to each other. When children sit on their own, their friends come over to check on them.

They encourage one another to play, so no one is left out of the ga...me.Children understand what is expected of them. They behave well and they listen to instructions given by staff.

Staff support children with prompt reminders when necessary. For example, staff remind children to use 'walking feet' in the areas required.Children engage in activities for prolonged periods of time.

For example, they work together to make a maze using bricks on a board. They place a ball in the maze and tip it around the board from a starting point. Children are proud and call out, 'Yay! I did it,' when they successfully move the ball to the end of the maze.

Children are also keen to share with staff what they have drawn and created.

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

Staff and managers use children's interests to plan the environment. They theme activities around the seasons and events through the year.

Children help to plan their own activities. For example, they plan to make hangars for their gliders. They list the items they will need with staff and these are available to them the next time they attend.

Staff have formed positive relationships with all children. They interact positively within children's play and join in their games. Staff notice when children seem unusually quiet.

They approach them and talk to them about how they are feeling. This supports children to re-engage in activities.Staff support children's thinking skills.

They skilfully ask questions to develop children's ideas. For example, while children colour, they talk about holidays that they have been on. Staff ask about how they cooled down when their skin got hot.

Children suggested a fan or jumping in the pool.Children are supported to develop their independence skills. Staff provide children with jugs and cups to pour their own drinks when they need one.

Children are given knives to chop up a variety of fruits, including bananas, grapes, blueberries and strawberries. At teatime, children carry their own plates to the table, feed themselves and tidy up when they are finished.Children enjoy physical activities at the club.

They pretend to have a 'base' and run around the hall, playfully chasing one another. Children move their bodies in a range of different ways. They run, jump and slither on their stomachs.

They kick footballs to each other and slide across the floor, giggling as they go to catch the ball. Children enjoy a catching game to see if the one in the middle can catch the ball before their friends on the other side.While playing, children share their views.

Some children tell visitors their favourite game is to play football. Others enjoy craft making and playing bingo. Children add that they enjoy the food that is provided at the club.

Parents comment that the club is flexible to their needs as a family. They add that their children are always happy to attend and do not want to leave. Parents talk about the activities being individualised to their children's needs.

Staff at the club have supported their children to progress in areas such as reading. Parents add that staff go above and beyond to support them and their children.Managers have processes in place to support staff.

Staff say they feel well supported and can discuss both work and personal issues if they arise. The supervisions managers undertake identify areas which staff would like to improve and related training, and targets are set.

Safeguarding

The arrangements for safeguarding are effective.

Staff and managers understand their responsibilities in relation to the safeguarding of children and their families. They are aware of signs and symptoms of abuse. They have attended training which has supported their knowledge of wider issues within society, for example county lines and families or children being radicalised.

Staff and managers are confident to make referrals to appropriate agencies, when they are required, to support children and their families. Managers and staff ensure all areas are safe for children and they support children to manage their own safety, including online. Managers have a recruitment process for new staff to ensure they are suitable to work with children.

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