Brains and Games

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are obviously pleased to see staff at the after-school club when they collect them from their classroom. They listen carefully to instructions. Children hold hands with their partners and walk safely through the school.

They are very familiar with the routine. For example, on arrival at the club, they sit down and wait patiently to answer the register. This fosters a sense of belonging.

Children are excited to hear about the planned activity. Children understand ways to keep themselves healthy. For instance, they know they must wash their hands before eating their snack.

All children sit together to eat a... nutritious snack. This is a sociable occasion, and there is a buzz of conversation. Older children engage enthusiastically with their younger friends.

Children are polite and well mannered. They say 'please' and 'thank you' when given their food and drink. Children play outside for a large part of the session, benefitting from fresh air and exercise.

They make decisions and choose what they want to play with from a wide selection of outdoor equipment. Children challenge themselves and do not give up. For example, they smile broadly as they work out how to walk on mini-stilts.

Staff praise them for 'good balancing', which helps to boost children's self-esteem.

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

The provider has clear aims for the provision. He wants children to have fun in an environment where every child feels welcome.

Staff meet regularly to plan and evaluate the activities and to ensure they are all aware of any of the children's specific needs.Staff feel valued and well supported. The provider implements an effective programme of supervision for staff.

This enables him to check in on staff's well-being and identify professional development opportunities. They have, for example, recently completed training on managing behaviour. Staff say that this has helped them to consider different ways to adapt their interactions with children.

Staff provide quieter, more relaxing activities indoors. Children have fun when they persevere to pass a loop through an electronic maze without making it buzz. They use their imaginations and make up games with their friends.

They pretend to be superheroes and hairdressers. Children are confident to ask the inspector to join in with their role play.Children take part in an art and craft activity, if they wish.

They concentrate on their chosen tasks. Children skilfully cut out a paper footballer and creatively design the football kit. They are proud of their creations and are pleased to take the 'footballer' home.

Staff mostly encourage children to be independent. However, there are few opportunities for children to do things for themselves at snack time. Staff do not enable children to serve themselves or pour their own drinks, to practise their self-help skills.

Despite this, children readily help to clear the table and scrape their plates into the bin when they have finished.Staff use international events, such as the World Cup, to help children think and learn about others. They discuss the countries taking part and support children to understand about rules and fairness.

The key-person system is effective. All children are supported and settled at the club. The provider regularly meets with the school's early years lead to share relevant information about children's well-being and their individual needs.

He seeks advice and guidance from the school's special educational needs coordinator, if necessary.Staff provide good levels of supervision at all times. They move around the setting so that they are deployed effectively, to keep children safe.

Daily checks are carried out. This helps to make sure the environment and resources are safe and suitable before children arrive.Parents speak positively about the club.

They say that their children are always happy when they collect them and ask to go on days they are not booked in. Children visit the club before they start. This helps them settle and to get to know the staff.

The provider supplies parents with questionnaires to gain their views. He uses their comments to reflect and make improvements. For example, he wants to improve the club website so it is more informative.

However, he has not yet embedded systems to consult children about the club. Therefore, they do not currently have opportunities to express their own ideas for activities or to contribute to planning.

Safeguarding

The arrangements for safeguarding are effective.

Staff complete regular training to keep their safeguarding knowledge up to date. They know the procedures to follow if they are worried about children's welfare. This includes allegations or concerns about a colleague's behaviour.

The provider has a secure understanding of safe recruitment procedures. He has systems in place to check and monitor staff's ongoing suitability. Staff help children to make positive choices and talk to them about keeping safe online.

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