Upper Shirley Kidz Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children eagerly arrive at the after-school club. They are excited to see their friends and the range of activities on offer.

Children benefit from opportunities to learn through play while at the provision. For instance, children develop their physical skills as they play a range of games in the garden, including football and throwing and catching. Staff support children as they develop their turn-taking and independence skills.

For example, children learn how to butter their own bread for snack. Although staff do not need to focus specifically on children's learning, they incorporate all aspects of the seven areas of lea...rning into their activities. For example, children develop their mathematical skills as they eagerly sit and play bingo.

Children talk happily about their time at the provision. They excitedly explain that they 'love after-school club because they can learn to skip.' Staff have high expectations of children's behaviour.

Children behave well, and they are eager for staff to come and play with them. Staff ensure that they get down to the children's level and show genuine interest in what children have to say. These positive interactions help children to feel safe and secure.

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

Leaders are passionate about their provision and are dedicated to the children in their care. They recognise the importance of the provision for their children. Leaders have a good oversight of the provision which helps ensure that they are providing high-quality childcare.

Staff help children with the transition to the club well. They offer settling-in sessions and use a buddy system to help children settle when they first join. Staff get to know the children quickly.

This helps children to feel settled and secure while at the provision.Staff know the children well. They know their likes and dislikes as well as confidently talking about the progress the children have made.

Children show positive attitudes and are keen to be at the provision.Staff and leaders have strong partnerships with the local schools to support the needs of all children. For example, leaders work with schools to ensure that those who need to attend the provision, can.

They explain that they feel children's learning and development often benefits from routine and having breakfast at the club as they are then ready to start the school day.Children hear new vocabulary and are supported in developing their communication and literacy skills through games. For example, children enjoy playing 'hangman' on whiteboards.

However, at times, children do not consistently hear the correct letter sounds when staff try to guess the next letter.Children with special educational needs and/or disabilities (SEND) have their needs supported very well. Staff are highly tuned to the needs of each child and take action to ensure that children's well-being needs are quickly met.

Children who have English as an additional language are supported well by staff. Staff work with the schools to ensure they are using the same methods to support language development. They make sure that parents have the information that they need, as well either using family members or electronic methods to translate.

Parents speak highly of the setting. They comment on how much their children love coming to the club and that their children 'are reluctant to leave at home time as they are enjoying themselves.' Parents talk about the good communication between themselves and the staff.

Staff comment that it feels 'like one big family'. They explain that they feel well supported by the leadership team. The new supervisor is developing in her role and wants to strengthen the use of supervision further to support raising the quality of provision further.

Leaders value the kind and caring staff. They keenly support staff in their continuous professional development. For example, staff undertake courses that build on their professional interests, such as on how to meet the specific needs of children with SEND.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff have a clear understanding of their roles and responsibilities in safeguarding children. They know the signs and symptoms that may indicate a child is at risk of harm.

There is a clear process in place to follow should a referral be needed for a child, or if there as an allegation against a member of staff. Staff follow up on children's absences to ensure that there are no concerns. They recognise that there are a variety of safeguarding issues that may affect the children in their care, such as playing video games that are not age-appropriate and know how to respond effectively.

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