Topmark Holiday Activity Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children happily run into this safe and welcoming setting, eager to start their day.

They greet their peers and coaches animatedly. Children are excited to hear the range of activities that they can participate in and discuss with their peers which ones they should choose. Children show high levels of concentration, enjoyment and focus during their chosen activities.

The coaches are enthusiastic. They show genuine interest in the activities they are leading. For example, they make children laugh while warming up for musical games by showcasing their dancing skills.

Children's behaviour is good. They understand the... rules and boundaries of the setting and can discuss why certain rules are in place. Coaches put their hands in the air to indicate when they need children's attention.

Children are quick to respond to this. Older children are patient and empathetic to the needs of younger children. While playing cricket, older children allow younger children to have extra turns as they learn how to master hitting the ball with the bat.

The setting is inclusive for children with special educational needs and/or disabilities. Coaches work closely with parents to ensure that children have the appropriate level of support to be able to access the activities on offer.

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

Leaders and managers are passionate about providing a safe, stimulating and secure space for children.

They are aware of the strengths of each team member. Introducing skill-sharing amongst coaches has allowed those who have talents in certain areas, such as arts and crafts or football, to buddy up with others to share knowledge and develop confidence.Coaches gain background information on the interests and developmental needs of children attending.

This enables them to ensure that the activities and resources provided daily meet the individual needs of all children. Children have strong and positive relationships with the coaches, seeking them out if they need help or support, or just to check in for reassurance.Coaches provide children with opportunities to develop their communication and language skills.

Effective use of questions enables children to share their knowledge with others. Coaches are skilled at extending children's understanding by providing further facts and figures that consolidate learning. During a 'bug hunt', children learn about different insects and their habitats.

Children are eager, when back together, to share what they have learned with others, confidently putting their hands up to share with the group.Coaches are full of praise and encouragement for children, developing their confidence and positive self-esteem. They celebrate children's achievements, offering cheers and 'high fives' when they hit the ball for the first time.

Children develop resilience. Coaches are quick to step in and support children with any task they find difficult, providing opportunities for them to learn how to approach it from a different perspective instead of giving up.Partnership with parents is good.

Parents praise the caring and friendly nature of the coaches. They appreciate the range of different activities children have access to. Coaches use social media to share with parents what activities children are accessing.

They provide a newsletter at the end of each holiday period to share what children have enjoyed and details of what will be happening at the next holiday club.The setting promotes British values, teaching children to be respectful and tolerant of others. Children develop skills of independence.

They make choices about how they would like their day to be structured. They work cooperatively together, negotiating rules of play and beginning to seek resolutions independently. Coaches show genuine interest in children's personal experiences.

Leaders and managers are reflective and have an improvement plan in place to continue to build on practice. They regularly seek feedback from both parents and children to understand what the setting does well and what improvements they can make.Coaches in the setting feel supported.

Daily briefings allow the sharing of information. Regular meetings and the addition of a new online training application provide the coaches with opportunities to invest in their own professional development.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and managers ensure that all coaches complete safeguarding training. Knowledge and understanding is reviewed regularly through quizzes and discussions. Coaches at all levels demonstrate a secure knowledge of how to keep children safe from harm or abuse and they understand the whistle-blowing procedure.

Managers have implemented new robust procedures for the collection of children. They are confident in discussing how this works in practice and what to do if someone comes to collect without notice. Regular risk assessments ensure that the site and all activities are safe for children and coaches.

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