Ursuline Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Leadership and oversight of the club is much improved since the last inspection. All children, including those who are new to the club, really enjoy their time here.

Children play cooperatively with their friends and have good imaginative and communication skills. For example, they design and build space rockets and various aircrafts using small construction blocks. Children talk to visitors all about their intricate designs and explain how they are 'Star Wars experts'.

Children love the outdoors and have access to a vast array of physical play equipment. Children scale the climbing wall, balance on beams, and jump in and ...out of the tyres. These opportunities support their large physical skills and promote their overall, physical health and dexterity.

Children love to be involved with the staff and regularly invite them into their play. Staff enthusiastically join in a game of 'duck, duck, goose'. Children giggle with excitement as staff chase them around the circle and catch them.

Children particularly enjoy playing team games with the staff. They proudly show off their skills to visitors. For example, they explain that following lots of practise they can now successfully kick the rugby ball from the tee off spot.

Children behave impeccably and are kind and respectful to staff and their friends.

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

The club manager has made significant improvements to address the actions from the previous inspection. The manager and staff have attended a wealth of training and staff benefit from having one-to-one sessions with the manager.

These support them to carry out their roles to a good standard. Most staff now hold a paediatric first-aid qualification.Children's learning from school is complemented well by the club.

Some staff work in the host school. This means they already know the children very well. Staff use this information while implementing activities and themes from school.

This helps to enhance children's learning and understanding even further. For example, children and staff recently took part in 'PE day' to support and enhance children's physical good health. In addition, they held discussions and encouraged children to take part in in different activities during Anti-Bullying Week.

Staff help children to build on their mathematical and logical thinking skills. For example, as children play a game of tic, tac, toe with the staff, they cunningly try to outwit them to win the game. In addition, staff challenge children to keep count how many goals they can score against them during a game of football.

Children relish opportunities to speak to the inspector. They talk fondly about the staff and their friends and what they enjoy doing the most while at the club. Children describe staff as 'kind, friendly' and 'nice'.

New children tell the inspector that despite feeling nervous at arrival, they have 'had the best time', and 'want to come again'.Parents are very complimentary about the club and the service provided for them and their children. Parents describe the staff as 'fantastic'.

They say that their children 'love attending the club' and feel that staff 'really do care for their children'. Additionally, they say that their children often ask to come to the club on days they do not attend and rarely want to leave as they are having so much fun.Children are encouraged by the staff to lead a healthy lifestyle.

Children bring healthy packed lunches to the holiday club and have access to fresh drinking water. Children tuck into a nutritious fruit platter for their snack. Children display some independence skills.

For example, they wash and dry their own hands after using the toilet and before eating. During some daily routines, such as snack time, some staff use this time to do jobs, such as cleaning and sweeping up. This means that they are not always available to support younger children and those children who are new to the club.

As a result, at times, the snack time becomes a little loud and chaotic and does not best support children's social and communication skills.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff have all attended safeguarding training.

They know what to do should they have a concern about a child's or a colleague's conduct. Staff hold regular sessions with children to educate them about how to keep themselves safe. For example, staff talk to children and explain their expectations for their behaviour and conduct while attending the club.

As a result, children know what is expected of them. Furthermore, they invite other professionals, such as police officers, into the club. These sessions help children to learn how they can keep themselves safe in school or while away from the club.

The club is safe and secure. Procedures for recruitment and vetting are robust to ensure those working with the children are suitable.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide more support for children to develop their social and communication skills during routine times of the day, such as meal and snack time.

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