Brocks Before/After School Club & Holiday Playscheme

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children run excitedly into Brocks Before and After School Club, laughing and talking with staff. They eagerly sit down for a light tea and talk with their friends.

Children are greeted by enthusiastic staff who know them well.Children enjoy finding which toys to play with. They create towers with magnetic tiles or a head collar for a play horse out of colourful rubber bands.

Staff display activities that entice children to join in. They help children to paint their hands and give them ideas for their crafts. Children enjoy choosing the colours of the seaweed and using treasure stickers on their underwater picture.
.../>Staff reinforce sharing and saying 'please' and 'thank you' as children take turns with the glue and glitter.The club is calm and inviting. Staff engage well with children and talk about their day and time at the club.

Children are at ease and confident with visitors present, demonstrating how safe and secure they feel. They sit with friends, staff or find a book to read alone. Children demonstrate high levels of independence, accessing toys they want and getting their own bag and coat when it is home time.

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

Children have excellent behaviour at the club. Staff have a consistent approach to supporting positive behaviour. This includes activities that help support children's self-regulation.

For example, they have a 'breathing star' on the wall for children to use.Children have positive experiences at the club. They feel safe and secure.

Children have strong relationships with staff. They ask for help, support and ideas from engaging staff. Staff reinforce sharing and helping each other.

Children are considerate of other children, staff and visitors. They enjoy attending and engage well with staff.Children have a variety of activities and resources to access.

Staff encourage children to make independent choices. Children suggest ideas for focus activities, for example painting their hands to make pictures of fish and creating an underwater scene.Children enjoy spending time being physically active outdoors in the local parks.

Inside, they play football in the hall. They have opportunities to relax by reading books or watching a film. Screen time is monitored, and children try a range of activities.

Children do not use the internet at the club. Staff share safer internet practices with parents to help keep children safe at home. However, staff do not routinely support children to develop a deeper understanding of how they can keep themselves safe online at home.

Children enjoy coming to the club, and they share with visitors what they love doing. They show pictures of fun memories of activities they have done. This includes when a stick insect came for a day.

Children talk fondly of their time spent at the club.Leaders made adaptations during the COVID pandemic, which they have kept, such as a new drop-off and collection system. This has ensured that children are safe and makes it easier for parents.

Parents are positive about the service they receive.Staff have weekly meetings to plan the activities and share practice. They include the children's opinions of activity ideas.

However, leaders and staff do not currently explore the club's strengths and identify areas for improvement to enhance the evaluation of their service and strive for continuous improvement.Leaders communicate well with parents and the local school. Leaders access activity ideas from the local school.

They use their planning to support continuity for early years children's care and learning.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

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