Time Out Afterschool Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enjoy their time at this setting. They take ownership of the activities on offer and particularly enjoy being creative. Children comment on bracelets they have made, items they have made for parents and how much they enjoy being with their friends.

Staff here have formed positive relationships with the children who attend. Children show confidence, as they move around the environment and genuine warmth towards the adults working here. Children develop a sense of belonging and feel valued.

They are part of decision-making in the setting and their ideas and suggestions are listened to. Children show respect for one ...another and have formed friendships with each other. They play well together and involve everybody in the games they play.

They help each other when they encounter difficulties and comment positively on the achievements of others. For example, they praise the efforts of younger children as they all sit together and create their own Christmas hats. Children are involved in creating their own club rules and remind each other of appropriate ways to behave.

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

Staff involve children in the planning of activities. Children decide what they would like to do based on their interests and help to organise when these take place. Staff ensure all children are able to have some involvement and voice their ideas.

Staff ensure the premises are safe and suitable for children. They assess risks daily and take action when hazards are identified. During a physical team game, staff take steps to create a space which is safe for the children to play in.

Staff liaise with other settings where children attend. They are committed to finding out what the children are learning and consider this in the planning of activities. They encourage children to develop their knowledge and skills and support the learning children do in school.

The manager has improved the way the setting gathers views from children and parents. Children contribute to an ideas and suggestions board, where they voice what they want to do and the changes they want to see at the setting. Parents are encouraged to have regular conversations with staff about their views of the care being provided and can anonymously add suggestions to a box located at the entrance.

The manager actions any suggestions and considers these in her improvement plans.Parents talk positively about the setting. They comment on the fun their children have here and the good relationships they have with staff.

They receive information about their children on a daily basis and comment on the usefulness of monthly newsletters. Parents are aware of activities their children take part in and are happy with the care provided.Children develop their independence.

They make their own sandwiches for snack and take on responsibilities for tidying up and keeping the environment clean. They help to set up new activities and follow hygiene routines independently.Staff work well together and meet regularly to evaluate the provision.

They consider the children's needs and interests when making improvements to the care they provide. Staff undertake appropriate training and seek out opportunities to develop their knowledge and skills further.Staff organise experiences for children which increase their knowledge of the world around them.

They invite other professionals to the setting to work with the children and take them on outings. For example, they visit the local allotment and children have fun digging and growing their own food.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a good knowledge of how to safeguard children. They can accurately identify the signs which may indicate that a child is at risk of harm. They have completed safeguarding training and confidently talk about safeguarding matters, such as the 'Prevent' duty and child sexual exploitation.

They know the procedures which should be followed in the event that a child may be at risk of harm, and prioritise children's needs. Staff explain what they would do in the event that they were concerned about the behaviour of a member of staff and know who they need to alert. Children are taught how to keep themselves safe.

They engage in conversations about personal safety and recognise the risks which are associated with using online platforms. Risk assessments are completed daily and any identified hazards are actioned to ensure safety for the children. Staff complete first-aid training and ensure that a first-aid trained adult is present at all times with the children, including on outings.