Woodgate Wasps

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enjoy the time they spend in this club and they receive a friendly welcome from staff as they arrive from school.

Children know the routines of the club and what is expected of them. They wash their hands on arrival and then find their name mats in readiness for snack. Children chat happily to each other and staff.

They talk about what they have done in school, what they are going to play with and what they are going to do when they go home. Staff are interested in what children have to say and readily engage in conversations with them. The environment is safe and set out to enable children to settle quickly to th...eir chosen activities.

Several children concentrate and become totally engrossed in the same activity for most of the session. They play at being sales people. They sell visitors to the club a bungalow in the mountains for £45,000 and a Lamborghini for £10,000.

The main playroom is decorated with children's work, and displays on pertinent topics, such as anti-bullying and online safety. Children take part in a range of activities which are wholly appropriate for this type of provision. They make models with play dough, use catalogues to cut out pictures and develop their imagination as they play with the doll's house.

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

The provider is hands on and visits the club every week. She is forward thinking and open to ideas and suggestions. She works with the manager, staff and children to identify and implement changes that will benefit children.

Children's safety is paramount and there are extremely robust procedures for collecting children safely from school. Staff remind children about the safety rules before they go outside and children can recall the areas and outdoor equipment that they must not use.Children have great fun outdoors.

They play with skittles and balls, use chalk to draw, and read books. Children have fun as they communicate through tubes that run under the playground. They listen to what other children say and wait their turn, signalling to each other across the playground when they are going to speak.

Some children prefer to sit quietly and chat with their friends. Older children are very supportive of their younger peers and encourage them to join them in their games and conversations.Children are happy and confident.

They talk to visitors about what they enjoy when they are at the club and the activities they take part in, such as junk modelling and competitions. Children are involved in making choices in their play and their views are valued. Children have a planning book where they record ideas of activities or topics they would like, and staff discuss children's ideas with them.

The group is organised effectively into two different areas; a games room and the main playroom. Children take it in turns to play board games. They count the number of spaces as they move their counters and match them to the spots on the dice.

They concentrate as they play tabletop football. Staff help younger children to move and spin the figures to try to stop their opponent from scoring a goal.Children form close relationships with staff and they seek them out to join in their games, and for reassurance and help when needed.

Children's behaviour is good. They play nicely with their friends and learn to share and take turns. Staff provide lots of praise, which helps to support children's growing self-esteem.

Staff recognise that sometimes children become tired at the end of their busy school day. However, recent changes to the school environment mean that children do not currently have access to a relaxing, quiet area where they can sit and chill out, should they wish to do so.There are good relationships with the host school.

The provider and manager work with the headteacher and staff from the school to talk about evolving the club to benefit children, such as additional storage to help children make even more choices. Teachers share information to complement children's learning. They share topics that children are taking part in at school, such as under the ocean and superheroes, which staff implement into the activity planning.

Staff pass on information to parents at the end of every session, including messages from school. Parents are happy with the service provided. They say that their children enjoy attending the club and that they take part in a range of activities.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good knowledge of the signs and symptoms of abuse and neglect. They attend safeguarding training, including training on wider issues, such as adverse childhood experiences and early trauma.

They share any concerns and observations with the safeguarding lead in the school to help to build up a bigger picture. The manager regularly checks staffs' understanding of safeguarding through quizzes, and managers throughout the group research safeguarding updates and cascade them to staff. All staff are aware of the whistleblowing procedures and know where to seek advice or report a concern.

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