Wybers Wood Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Staff create a warm, welcoming environment for children to play, explore and relax in.

Children enter the club happily, settle quickly and talk about their school day with staff and their friends. Staff place children's emotional well-being at the heart of everything they do. Children are calm and purposefully engaged in their play.

They make their own choices about what they would like to do. There is a wide variety of resources available that are easily accessible. For example, children draw on a white board with marker pens.

They know to return resources to the right place once they have finished with them. Sta...ff join in with children's play when appropriate or if invited by children. They enhance children's learning.

For example, they ask children questions to extend their thinking. They help children to recognise letters and to make their own decisions about how they develop their play. The rules and expectations of the club are clearly displayed.

Children behave very well. The club has a range of strategies in place to help children take responsibility for their own behaviour. For example, children can progress each day with a marker on a space-rocket display when they demonstrate good behaviour.

Once they reach the moon on the display, they earn a reward. Children enthusiastically explain how this works and parents state they appreciate how staff use this to promote positive behaviour.

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

Staff take time to get to know each child.

They offer a drop-in session and settling-in visits where needed. They find out about children's interests and needs at home as part of the induction process. The youngest children have a designated key person, who supports their individual needs.

Staff are very competent at supporting all children. They are proactive in identifying additional support for children when needed.Children are very independent.

They take responsibility for hanging their coats and bags up when they arrive. Snack options and drinks dispensers are available in a specific area for children to freely access when they choose. Staff encourage children to clean their hands prior to eating, promoting good hygiene routines.

Staff provide activities and experiences where children learn to share and take turns. For example, they manage children's use of tablets sensitively within the club. Children are allotted 30 minutes each week and staff use a timer to help children know how long they have got.

Children use this system calmly and there are no disputes about who has a turn next.Children are highly motivated through the activities and experiences that are provided. For example, they make increasingly complicated structures using the building blocks.

They are excited to see who can build the tallest one. They use them to form letters in their name. They become enthused and ask staff and visitors how to spell their names.

They concentrate well as they lay the blocks out on the floor.Staff know the children and their families well. They use their strong partnerships with parents and the school to share information and gather knowledge about children.

This helps them to take children's individual needs into account and provide good-quality care.Staff evaluate what they offer children and ask parents and children for their views to help to improve the club. They consider children's requests and listen to their ideas.

Staff have an ongoing action plan in place to help them to focus on what they need to improve next. For example, they are currently consulting parents and children about what they provide for snack.Management support the well-established staff team very well.

They work alongside staff and regularly observe staff's practice, making sure that it is good quality. They are all involved in daily discussions about what has worked well and what could be done better.Management work closely with other settings.

They share ideas and observe good practice, which helps to enhance their own setting. All staff complete mandatory training, such as first aid and safeguarding. Management have identified professional development for staff as a priority.

They have signed up to an online provider where they can all access short courses.

Safeguarding

The arrangements for safeguarding are effective.Management have a good understanding of their responsibility to raise concerns about children's welfare.

Staff are confident to share information about safeguarding with them. They also know how to alert appropriate professionals outside the club if they suspect a child is at risk of harm and no action has been taken by the safeguarding leads. Management make sure that staff's knowledge is refreshed on a regular basis.

For example, staff complete a safeguarding questionnaire annually. This is focused on the club and what staff would do if they had concerns. Staff make sure that they follow the club's policies, such as rules for the use of mobile phones.

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