Fair Play After School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive happy and know the routine once they enter the room. Younger and older children separate into different rooms.

This enables the early years children to have a high level of staff support. All children understand that they must wash their hands once they arrive. Children sit on the carpet together to discuss what they would like for snack.

Staff encourage them to make their own choices about food to eat. Children prepare their own snack with support from staff. Children have a variety of resources and activities that they can choose from.

They play on the floor with construction toys. A member of st...aff asks questions about what they are building. Children talk about houses they are building and how high they will build it.

Children are engaged in activities. They use blocks to make enclosures for dinosaurs. Children access the outdoor playground.

They play chasing games and football. Older children support the younger ones to organise games.Children's behaviour is good.

All children share resources and chat to each other about what they are doing. Children speak with staff about their school day. They discuss the Nativity play and what parts they are playing.

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

Staff have good relationships with the children, who happily talk to them about their day. They laugh during discussions with staff about whether it is dinner time or home time.Staff have positive links with the school.

They speak regularly with teachers, enabling information sharing about children to plan for their needs. Staff support children with homework and take them to other clubs, such as dance classes.The provider supports the manager well, visiting or making contact daily.

Staff feel supported by the manager. They share ideas about activities while preparing for the children to arrive. A key-person system is in place and each child has a member of staff to support them.

The key person knows the children well and provides activities to support their interests.Children confidently approach visitors. Staff support this by introducing visitors, so children are aware of who is in the room with them.

Children talk about activities they enjoy doing. For example, children talk about working together to produce a building. They discuss how a member of staff is going to take a photo for them.

Children talk about how much they enjoy choosing and making their own snack.Staff encourage children to make choices about what they play with. They remain engaged with activities, using role play to cook food or sit and colour gingerbread men.

Staff engage with children, supporting them when they ask questions about activities.Parents state they are extremely happy with the after-school club. They speak about the excellent communication from staff.

Parents state that the provider and manager offer support to them as families. Parents feel that staff are friendly and professional. They comment that their children love their time at the after-school club.

The manager is confident about supporting children with special educational needs and/or disabilities. She works with the school and parents to ensure children are well supported and their needs are met. Activities are adapted to ensure children can take part.

Staff support children with their language development. They model good vocabulary as they join in with children during activities, such as when looking at books. Staff ask children questions which encourage further conversation.

For example, they ask children about what they need when making a house. Children discuss needing different sizes and types of bricks to complete the house.Staff understand the importance of being aware of children's allergies.

Care plans are in place and staff complete training about specific allergies. Staff understand that medication needs to be locked away from the children to keep them safe.

Safeguarding

The arrangements for safeguarding are effective.

All staff have a good understanding of how to protect children in their care and know the signs of abuse. They have clear procedures in place and know what to do should they have any concerns. Staff understand their role and responsibility in regard to the 'Prevent' duty.

They are aware of what they should do if they had a concern about a colleague and who they should report this too. Staff understand the importance of providing the correct care to children who have had an accident. They record this information which is then shared with parents.

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