VIP’s Childrens Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive at the club full of enthusiasm and some are even eager to get on with homework. Staff make sure children's needs are met, offering them something to eat and drink first. Staff provide a quiet table away from other activities so those children who want to can get their homework done.

Children have a good selection of activities to choose from. For example, they have festive pictures to colour, construction blocks, shared games and music, as well as 'chill-out' time towards the end of the session to watch favourite films. Younger children are fully included in activities and contribute to making the rules for games, s...uch as musical statues.

Children are supported well by staff and older children if they are 'out', being reminded that they can have another go soon. They enjoy dressing up, changing from witches to character costumes, or pretending to be the staff as they wear glasses and shawls. Staff know children exceptionally well.

Children often have brothers and sisters attending the club and staff get to know families very well. Parents comment on the superb care their children receive and how much they have seen children's confidence grow.

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

Some staff work in the school children attend, which helps younger children settle quickly into the club.

Children develop superb confidence and self-esteem, joining in with all the activities enthusiastically.Staff interact well with the children, for the most part, supporting them to take turns as they play. Staff encourage children to count the pieces of games they play, and think about how they can win the game, celebrating with them when they achieve this.

They help children to accept when others win, and children learn to respect others and manage their own feelings exceptionally well. Occasionally, quieter children are overlooked until they ask for help. However, when they do ask, staff respond quickly to requests.

The leaders and managers monitor staff well, making sure they not only keep up to date with changes to legislation and safeguarding, but develop skills and gain qualifications too. The manager supports staff exceptionally well; she takes part in training alongside staff to offer a morale boost for those who were nervous about returning to learning. Staff appreciate the support, guidance and help they receive and love working at the club.

Staff listen to the children and consult them about changes to the club. They show children that they respect their views and if something is not possible they provide explanations. For example, children wanted access to the internet for the technology they use at the club.

This was not possible, so the leaders make sure that they take the devices home regularly to update games and protections.Parents' views are sought through surveys and discussions at pick-up and drop-off times. As a result, the leaders and manager have enhanced the variety of food on offer at breakfast and after school.

Children choose from a wide range of healthy food to make filled wraps or sandwiches, and they enjoy fruit and yoghurt after school. All children learn to be independent; they help tidy plates and cups away once they have finished.The staff have excellent relationships with parents, the school and others who care for the children.

They share information with others, including for those children with special educational needs and/or disabilities, and have use of the school equipment. The club purchased extra equipment for the school so younger children could build using plastic pallets instead of the heavier wooden ones.Staff encourage children to consider how they can help others.

For instance, they held a fundraiser for charity and let the children choose where it should go. The children chose a charity which supports babies and their families.

Safeguarding

The arrangements for safeguarding are effective.

Staff have secure knowledge of safeguarding. They know when to refer concerns about the welfare of children. The leaders and managers act promptly on issues that affect children's safety and make sure staff talk with children about how they can help keep themselves safe and build children's resilience.

Children discussed how to stay safe online and produced a display of their ideas. They also created a poster about bullying. The talked about what they thought bullying was and discussed with staff who they could go to for help if they or someone they knew was being bullied.