Whaley Bridge After School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children excitedly ring the bell and knock on the door to enter the after-school club.

They chatter happily as they hang their bags and coats up and wash their hands ready for snack. Children seek out staff to tell them their news or to ask what there is to eat. This demonstrates the close relationships between children and adults in the setting.

Children's behaviour is good. They listen carefully to instructions from staff and confidently follow routines, clearing their plates and cups from the table before they explore the activities provided. Older children show kindness to younger children.

For example, two ch...ildren sit together and share a stool at the keyboard while they play a song.Children move confidently around the setting. They engage in a wide variety of activities, such as building with bricks, painting, drawing and playing a game of soft-play skittles.

Older children enjoy setting up their own café in the role-play area, serving lemon curd tarts and tea to the adults in the setting. Some children find a quiet space to sit and read a comic, enjoying some calm time after a busy day at school.

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

Staff provide a rich and interesting environment for children at the club.

They understand the importance of listening to children's views and adapting the activities at the club to meet their needs. For example, when a child at breakfast club says they would like to paint with brushes, staff provide an activity with paints, brushes and fir cones for the after-school club.Staff supervise children's play carefully and make decisions to minimise risks in the setting.

For example, they understand that some children need more time outdoors or engaged in physical play to burn off energy after the school day. They also talk to children about how to stay safe and manage their own risks. For example, staff remind them of how many children are allowed to access the soft-play area at one time and how to carry scissors safely in the environment.

Staff understand the individual needs of each child attending the club. They take time to get to know children and build good relationships with them. For example, when a new child is registered to attend the club, the manager will visit them in school to introduce themselves.

This helps children to feel more comfortable before attending the club.The manager and the committee members work closely together to provide a meaningful service to families. Many of the committee members have also been parents at the school, meaning they understand the needs of the families in the community.

They meet regularly with the manager to review policies, support with recruitment and discuss development plans for the club. This ensures continuous improvement of the service, which has a positive impact on the care children receive.The manager has implemented an induction and supervision system in the setting.

This ensures that staff returning to work at holiday club have the up to date and relevant knowledge needed to provide care for children at the club. For instance, the manager carries out refresher safeguarding training. The manager also ensures staff have completed their mandatory training, such as paediatric first aid, safeguarding and food hygiene.

Parents are very happy with the service provided by the club. They speak highly of the manager and committee members, praising the regular communication they receive. Parents all share that their children enjoy after-school club and are happy to attend.

They appreciate the flexibility of the club and how the manager works closely with the school. For example, the manager attends a meeting at school with new parents each year to introduce the club and support parents to register in case they unexpectedly require out-of-school care.

Safeguarding

The arrangements for safeguarding are effective.

Leaders at the setting are committed to keeping children safe. They attend regular training to keep their knowledge of safeguarding issues up to date. This includes training on wider safeguarding topics, such as the 'Prevent' duty.

The manager has a sound understanding and knowledge of how to report concerns about children's safety to external agencies, such as the local safeguarding team. She ensures staff receive training in safeguarding. As a result, staff at the setting can talk confidently about the possible signs and symptoms of abuse and how to record and report these concerns.

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