Treehouse After School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements The manager has a well-established staff team, who are passionate about the club.

There is a strong ethos on training to ensure staff understand their roles and responsibilities. The environment is organised well with a range of interesting and exciting resources. Children have access to a garden where they enjoy planting and growing pumpkins.

Staff provide lots of opportunities for children to be creative as they engage in a recycling project. Children settle quickly and develop good attachments to adults. They greet staff with huge smiles when the staff collect them at the end of school.

Staff act as excellent r...ole models and children behave well. Children look forward to seeing their friends. They are polite and respectful to each other.

They listen and follow instructions and stay with their partners when walking to the school minibus. Staff use verbal prompts to help children develop personal safety. For example, 'the red light means that we have to stop'.

This helps children learn to keep safe. Staff value children's feedback and showcase their views through detailed displays. Children report positive things about the club.

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

Leaders and managers constantly reflect on ways to improve and work closely with the local authority. Staff attend regular training and have access to a good programme of professional development. The manager holds regular debriefs for staff to reflect on the club and share feedback.

Children behave well and are warm and friendly. They listen and follow instructions as part of the club routines. Staff teach children to play cooperatively, so they take turns when playing simple lotto games.

Children recognise the importance of hand hygiene. They told the inspector that 'We all use hand gel because if we don't we will get germs and be sick.' Children enjoy mealtimes together and like to serve themselves.

They develop independence as they make their own sandwiches and say 'look I made my sandwich and it has cheese in it'.The club is spacious and there is an area devoted to a recycling jubilee project, so children are learning about British culture. They use recyclable material to make different things, design picture frames and restore toys by sanding and painting.

Children enjoy making their own crowns, and feel proud of their work saying, 'look at my crown'.There are different resources to develop children's fine and gross motor skills. Children enjoy using writing tools, such as magic sketching boards.

They show high levels of concentration when using modelling clay and play dough.Staff provide a wide range of different books that motivate children to read. Children handle books carefully and express their ideas, such as 'I want to make play dough just like this.'

The club is inclusive and staff encourage children to talk about different cultures. Children are curious and ask questions, such as 'why is your hair different?' Staff provide opportunities to help children understand different people. They create displays that capture children's views about respecting differences.

Staff recognise the value of introducing children to different languages. They plan lessons to teach children French. However, the club does not promote this opportunity effectively, so that all children can benefit.

Parents are very happy with the club and speak highly of staff. Parents know how to report any concerns. Staff recognise the importance of working with parents to support children's development, especially those with special educational needs and/or disabilities.

They work in partnership with school and seek advice and support from other agencies when needed.

Safeguarding

The arrangements for safeguarding are effective.The manager has a robust recruitment and vetting system in place to ensure that staff are suitable to work with children.

Staff access regular training, so that they can follow the club's safeguarding and child protection policy. They are alert to signs and symptoms of abuse and neglect. The manager uses spot checks and staff quizzes to embed safeguarding practices.

The staff carry out regular risk assessments, so that the premises are safe and secure. Children wear high-visibility jackets and understand that this is 'so they know where we are if we get lost'. Children understand personal safety messages, for example 'we wear seatbelts to keep us safe.'

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