Whalley C of E Primary School, Schools Out Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive at the club with excitement and are eager to choose from the range of stimulating resources.

They are keen to take part in activities that capture their interest and imagination. Children are confident to take on a challenge as they work out answers to the quiz together. Younger children search for different letters and connect them to match the words on the jigsaw puzzle.

They make up their own games, such as jumping up and down and running around outside, to help to keep themselves warm. Children play card games and show that they understand the rules as they pair corresponding pictures together. Children... are supported well to be independent.

They hang up their belongings when they arrive and put on their coats before going outside. Children carefully spoon food onto their plate and learn to make healthy choices. They talk about what food is healthy and recognise that cheese and sausages contain protein.

Children explain that there is calcium in cheese and that it comes from cows. They talk about the story of Chinese New Year and the different animals that represent each year of the zodiac. The children recall past experiences as they talk about enjoying spring rolls and using chopsticks.

All children are confident, self-assured and thoroughly enjoy attending the club.

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

The manager is passionate about providing children with an enjoyable experience to complement their time at school. She regularly seeks the views of staff and parents, and uses this information to make improvements to the quality of the provision.

The manager has introduced a children's council. This enables children to voice their opinions and make suggestions to improve the club. For example, following children's request, the manager has provided resources for children to use as an imaginary Chinese restaurant.

Staff establish strong partnership working with parents and the school. Parents say that staff provide children with enjoyable experiences that are often linked to what children are learning at school. For example, staff help children with their writing skills.

Staff encourage children to take part in activities that help them to learn that they do not always win. For example, children take part in bingo and card games. This helps to build children's resilience and self-esteem and promotes their positive attitudes.

Children have plenty of opportunities to play outdoors, in all weathers. They know to wear appropriate clothing, such as waterproof coats, when it is raining. Children play with vigour and energy.

They take part in a variety of games such as football, netball and table tennis.Staff develop positive interactions with children. They promote a calm and welcoming environment and engage children in purposeful conversation.

Children are confident to describe how they have made their 'grass head'. They explain the different features such as the pony tail and big nose. Children say that they have written their name on the plant pot, so that people know it is theirs.

The manager provides staff with ongoing support, guidance and coaching. She regularly observes staff's practice and provides suggestions to enhance staff's skills. For example, she makes suggestions for staff to monitor children's portion sizes during snack time.

This helps children to learn not to eat too much before having their evening meal at home and promotes healthy lifestyles.Children show that they feel happy and safe. They listen to instructions, for example, as staff demonstrate how to tie a knot.

Children are eager to have a go and celebrate their achievements together.Staff are very good role models and give children gentle reminders of expectations of behaviour. Children respond positively and learn to take turns and share resources.

They behave very well and play cooperatively together.

Safeguarding

The arrangements for safeguarding are effective.Staff have a secure knowledge of their role in safeguarding children.

They know how to identify any indicators that a child may be at risk of harm. Staff understand the procedures to follow, should they be worried a child is being abused or neglected. The manager regularly tests staff's safeguarding knowledge, such as through discussions and quizzes.

Staff complete daily checks indoors and outside to provide children with a safe environment. They help children to learn how to keep themselves safe. For example, children know to wear 'high-vis' jackets so that they can be seen outside when it starts to get dark.

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