Wycliffe Out Of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy to join staff in the club at the end of the school day. They demonstrate their positive relationships as they keenly show staff games they have made during their day at school. They talk to them about their family members and pets.

Staff know the children well, due to having previously provided care for many of them, as most children attended the associated nursery before starting at the school. Parents particularly value this continuity in care. Children show an understanding of how to keep themselves and others safe.

For example, when they discover a hole in the wooden decking, they quickly tell staff ...and fetch a safety cone to place over the hole, to prevent any trips or falls. Children kindly remind their friends not to step on it. Children have plenty of opportunities for fresh air and exercise.

They show that they prefer to play outdoors for most of their time at the club. Children show patience and perseverance when they use wooden blocks to build and construct. They tell staff that they are making a 'castle' and carefully think about ways to stack the blocks without them falling down.

Children show excitement to put up a tent and say, 'I can't wait to go camping on a staycation.' With encouragement from staff, they show good teamwork as they take it in turns to thread poles to help erect the tent.

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

The manager has a clear vision for the club.

She intends for children to have a place where they have fun, feel welcomed, and can grow and develop. The manager and staff are committed to reviewing the provision, and their individual practice, to help enhance the opportunities children receive. They gather feedback from parents and children to help them reflect.

Recent comments from children have been implemented, to include introducing a cosy area, where they can be calm and relax after their day at school.Staff work well in partnership with the teachers from the host school. They find out what children are learning during their school day.

Staff use this information to broaden children's experiences. For example, when children make a fire house and use hose pipes at school, staff extend their understanding, and build on their knowledge of people that help them. Staff arrange for children to view a fire engine.

They invite parents to talk about their different occupations with children, such as what it is like to be a police officer.Children take an active part in developing their own rules and boundaries in the club, such as to be kind and respectful. This helps children to know what is expected of them.

Staff show children respect and value their contributions. For example, when children make up games, they are asked what are the rules.Staff promote children's emotional well-being.

For example, as new children join the club they are invited to attend for 'settle sessions'. They attend for shorter periods of time, with parents if necessary, to help them to become familiar with staff and the club routines. Key staff get to know children and provide activities that interest them.

Staff offer children a healthy range of meals and drinks. Children develop their independence as they serve themselves food and place their dirty plates in the dishwasher when they have finished. However, during mealtimes, staff do not support all children, to help them benefit from this social time as they sit together to eat and talk.

Some children sit quietly and are not encouraged to join in with discussions taking place around the table.The manager supports her staff through supervision meetings, where together they reflect on practice, and identify professional development opportunities. Staff attend training courses to help extend their knowledge, such as how to support children's play outdoors.

For example, they encourage children to play traditional playground games and to develop their own games.Staff encourage children to contribute to the planning of activities. Children are keen to share their thoughts and ideas.

For example, when they ask for water games the manager and staff arrange an 'Olympic Water Games'. Children join in enthusiastically, such as water balloon dodge ball and throwing water balloons.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff understand their responsibilities to safeguarding children. They can identify the signs and symptoms of abuse and know where to report any concerns they have regarding children's welfare. Staff ensure children's safety at collection time.

For example, if unfamiliar people arrive to collect children, they use a password and photo that is provided by parents, to confirm they are authorised to collect. Staff complete risk assessments to help ensure that the environment, indoors and outdoors, is safe for children. The manager talks confidently about how staff will keep children safe in the event of a critical incident in or around the club.

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