Twilight Hours

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Staff have created a relaxed and calm atmosphere at the club, supporting children to easily settle and feel at home.

Children thoroughly enjoy the company of the staff who care for them and enjoy playing games with their friends as they form positive friendships. They make independent decisions about the activities they wish to take part in. Children have daily opportunities for fresh air and to safely play on the host school playground.

They choose from a variety of equipment. For example, some children play group games such as football, developing their large muscles, while other children spin hoops and count how many ti...mes each child can spin their hoop. The club provides a wide range of activities.

There are opportunities for children to complete quieter activities, such as reading stories from an extensive collection of books. Children are able to develop their imagination as they use dressing-up costumes and act out stories they have created.Children behave exceptionally well.

They listen and respond to the clear expectations given by staff. Children understand that the rules are in place to keep them safe. For example, they talk about walking inside and taking care with equipment, such as scissors.

Children respond well to praise and persevere as they cut out body shapes to decorate.

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

Staff have gained a good understanding of children's interests from observing their play. They plan engaging activities that they know children will enjoy.

For example, they ensure resources are available for children to follow their current interest in knitting and crocheting. Staff supply different needle sizes to support children's fine motor skills as they create knitted octopuses. Younger children are captivated as they learn to 'finger knit', producing long wriggly worms.

Staff gather information about children's individual needs from parents and teachers. This helps them to provide care and activities to create an inclusive and fun environment. Staff join in with children's games and adapt the support they offer and the expectations they have of individual children, depending on each child's stage of development.

For example, staff adapt craft materials to develop younger children's imagination and mark-making skills.Staff interact with children throughout the session to promote their communication, language and thinking skills very well. They model positive interactions to encourage children to build relationships with each other.

Children relished the opportunity to play games with staff. For example, they teach each other to play chess and older children sit with their younger peers to show them how to play card games, such as 'Uno'.Children have an exceptional understanding of the club's rules, boundaries and ethos.

Staff encourage children to be kind, happy and build relationships and make new friends. Children at the club interact calmly and politely with each other and the staff. For example, children have the opportunity to develop friendships with children who attend different schools.

They are confident to share their views and say the club is 'exciting and fun' and they enjoy playing with their new friends.Children enjoy sociable mealtimes as they sit together and talk. They have nutritious snacks and meals.

For example, they choose fillings for wraps for their lunch, and staff talk to the children about healthy eating and the importance of a balanced diet. However, at times staff are over eager to serve children with drinks and fold their wraps for them rather than enabling children to develop their independence skills.Staff recognise that some young children need time to rest and unwind.

There are comfortable chairs for children to sit on with staff to read a book. Staff recognise the needs of individual children who struggle to regulate their own behaviour. They provide fiddle toys in a quiet area to provide children with a calming experience.

Consequently, children's behaviour is good and they are learning to manage their own emotions.The owners have a strong commitment to the well-being and development of staff skills. They have meetings with individual members of staff to check on their well-being, as well as identifying areas of knowledge staff would like to develop.

Staff work well as a small team and feel well supported.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

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