Voosh Club Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children settle quickly as they arrive at the club following a busy day in school. Despite some changes during the COVID-19 pandemic, children understand the routines. They have adapted well and show a strong sense of belonging.

For example, teachers bring children to the club at staggered times, and they happily sanitise their hands. Children's excitement fills the air as they engage in conversations with staff and with their friends.Children follow their own ideas and have positive attitudes towards their play.

For example, they arrange the furniture in the doll's house and explain that they are 'putting things in the ri...ght order'. Children develop their small-muscle skills as they colour and draw pictures, before using scissors to cut them out. They talk about the artwork that they create, for example, saying that they have drawn 'an illusion'.

While playing with plastic animals, children correctly name the tiger and lion, saying that 'they are brother and sister, and are keeping an eye on each other'. Children help their friends to correctly name the rhinoceros. Outdoors, they practise their physical skills while kicking and throwing balls.

Children show good spatial awareness while running around the playground.

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

Leaders are confident in their vision for the club, which is to provide 'high-quality childcare within a warm and welcoming environment'. Self-evaluation includes the views of children, parents and staff.

This helps leaders to identify ways to continually improve.The provider did not follow the correct procedure to notify Ofsted of a significant change. However, this does not have an impact on the safety or well-being of children.

Leaders now understand the importance of keeping Ofsted informed.Children enjoy play experiences, which complement their learning from school. For example, they practise writing their names on the artwork that they create.

They notice letters in the environment and are eager to show their knowledge of letter sounds to the inspector. Children have opportunities to practise their counting skills and knowledge of number during their play. Staff plan activities following children's interests and the things that they are learning about in school, such as Easter.

Staff build strong relationships with children and encourage their good behaviour. For example, they praise children and follow the same reward system as the host school. Children know what staff expect of them and follow instructions.

They are kind and caring towards others. Children are confident communicators. For example, they talk about what they enjoy to do at the club, particularly the opportunity to 'play with their friends'.

Children learn about similarities and differences between themselves and others. For example, they learn about the make-up of different families. Children are curious about the inspector and ask questions about him, saying that they have 'never seen you here before'.

These opportunities help children to learn that differences are to be respected and celebrated, helping to prepare them for life in the diverse society in which they live.Partnership working is strong. The club has excellent links with the host school, which supports children's continuity of care.

Comments from parents are extremely positive. They say that the club is a 'godsend' and that their children 'thoroughly enjoy' attending. Parents report that they 'fully trust' the staff, who are flexible to meet children's needs.

Care practices are good. Staff promote children's growing independence well. For example, they encourage children to put their own coats on and tidy toys away.

Children frequently access the outdoor area for exercise and fresh air. They discuss how eating fruit, such as apples and tangerines, contributes towards their good health.Staff work in a close-knit team and say that they 'love working at the club'.

They report that leaders care about their well-being and support them in and out of work. Leaders ensure that staff are suitably qualified and identify that the programme of training can be further enhanced, to continually improve staff's practice.

Safeguarding

The arrangements for safeguarding are effective.

Leaders follow comprehensive risk assessments to ensure that the premises are safe and secure for the children. Robust recruitment procedures ensure that staff are suitable to work with children. Staff receive training in first aid and safeguarding, and leaders check that this knowledge remains up to date.

Staff understand how to keep children safe and protected from harm. They know the referral procedures to follow, should they have concerns about children's welfare or the conduct of a colleague. Staff have a broad understanding of safeguarding issues, such as grooming and the 'Prevent' duty.

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