Bartley

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are warmly greeted by friendly staff when they arrive at the after-school club.

Younger children have a close bond with their key person and talk to them about their day. Children are happy and confident and chat with their friends, while staff remind them to put their belongings away. Older children fondly remember how the staff supported them and helped them settle in, 'I sat on your lap and was quite shy.'

Children show good hygiene practices and use hand sanitiser before independently choosing their food for tea. Children enjoy a range of healthy foods, such as peppers, sandwiches, celery and blueberries, that... they have requested.Children make their own play choices from the range of activities on offer.

For example, the younger children play with the older children at the air hockey table. They show good behaviour and willingly take turns with the air hockey pushers.The children spend a lot of time in the outdoor area and get plenty of fresh air and exercise.

They climb on the large playground equipment, which benefits their physical development. Staff model kindness and children show a good understanding of how to behave towards others. Children play together, set up games with rules and take turns.

For instance, children decide to kick a ball, wait until it stops and then run to collect it and start again.

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

Leaders recognises the importance of children being involved in decisions about the club. Staff use the results of the children's questionnaires to continuously improve the provision.

For example, children are involved in planning activities and experiences that they would like to try next, which helps to ensure that they are keen to take part in the activities and engage well in their play. Children have an influence on the club, which promotes their personal development.Children benefit greatly from being supported by a key person who works in the infant school and club.

Staff talk about observing skills that children need to improve on during the school day and include these in the after-school activities. For example, in the autumn term, some children struggled with scissors and staff provided opportunities to practise this skill and children made poppies.Parents speak of the strong bond between children and staff.

They report that their children enjoy coming to the breakfast- and after-school club. Parents talk about how supportive staff are in the morning and how they go out of their way to support their children's needs and this makes them feel safe. Communication between parents and staff is good and they receive regular updates about the club.

Staff provide opportunities for children to develop their own ideas while playing. Children listen carefully to each other and use their imagination to make up challenging games on the climbing frame. Younger children are the leaders and older children respect this and play along, pretending to fall over when they are caught playing chase.

Staff understand the importance of protecting children outdoors in the hot afternoon sun. For instance, children are encouraged to take regular drinks and spend time in the shaded areas to cool themselves. They learn how to protect themselves in the sun and understand the effects of heat on their bodies.

The leader engages with the junior school staff. She talks about the strong focus on the use of outdoor areas, as well as the discussions with the headteacher. The leader knows how important it is to follow health and safety procedures on the school site.

For instance, she explains that fire drills in the clubs are the same as in school, so that children are not confused by different procedures.Children are transported between sites to the breakfast- and after-school club. The leader has carried out a risk assessment and staff talk about their role to keep children safe when they get in and out of the car.

Staff talk about how they teach children to behave safely in the cars.Staff participate in a variety of professional development and training opportunities. For instance, they have completed courses on play therapy and use their skills to support children's ongoing emotional development.

Safeguarding

The arrangements for safeguarding are effective.The leaders understand their safeguarding responsibilities. Staff have attended safeguarding training, use their knowledge effectively and are able to recognise when a child may be at risk of abuse.

Staff are confident in their role in referring concerns to the designated safeguarding lead (DSL), who in turn would refer to the local safeguarding partners. The DSL understands their role in the 'Prevent' duty guidance to protect children from extremist views and radicalisation. Robust risk assessments are in place for moving children between school sites, and staff are fully aware of these risk assessments and procedures.

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