Fruity Club: St Mary’s Primary School, Battersea

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy and secure in this warm and welcoming club. They are pleased to see staff when they are collected from their classrooms. Staff know children very well and are able to talk to them about their lives at home and at school.

This helps children feel valued. Staff set out clear expectations about what is going to happen. This means that children know what to do and are familiar with the routine.

They put away their belongings independently and line up to wash their hands. New children settle in quickly.Children are supported to make healthy choices.

They are given a choice of fruits for snack and are... served healthy, hot meals for their dinner. Staff encourage children to try vegetables and eat dinner with them. This means mealtimes are sociable and children enjoy themselves.

Staff encourage children to help each other. There are high expectations for all children to behave respectfully towards each other and the adults. As a result, children are kind to each other.

For example, older children show younger children how to wash their hands and help them remember what to do next. Children of all ages play cooperatively together and show high levels of engagement in the varied activities available.

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

Children are given plenty of opportunities to be active in their play, inside and outside.

For example, they play basketball, splash happily in puddles and climb on play equipment. This means that children can develop balance and coordination, as well as take part in activities that support a healthy lifestyle.Leaders and staff carefully plan ways to develop children's fine motor skills.

They work in partnership with parents to achieve this. For example, the staff promote a shoe-lace drive and encourage parents to participate. As a result, children are motivated to practise tying their laces and learn skills they need to do so.

There is an effective key-person system in place. Staff know the children well and plan opportunities for children according to their interests. Children with special education needs and/or disabilities are supported to enjoy their time at the club.

Staff effectively arrange the setting to meet the emotional needs of the children, for example, creating quiet nooks that children can rest in if they need space.The manager purchases books according to children's choices. Books are varied and are always available.

Children read intently, either independently or to an adult. They speak enthusiastically about the books, with some children saying it is their favourite part of the club. They show high levels of engagement and develop a great love of books.

Children's dietary needs are catered for. There are robust systems in place so that children with allergies receive the correct food. Good hygiene practice also means that children are kept safe.

The manager has a clear vision for the setting. He uses supervisions, observations and regular team meetings to improve practice. However, more targeted training opportunities for individual staff could help further improve quality of practice more effectively.

The staff state they are happy and feel well-supported. They say they know they can always ask for help and feel that their well-being is prioritised.Children's voices are valued.

For example, they suggest items to go on the menu and these are added to it. The setting is continuously evaluated for what it is providing and children's views are sought when deciding what to change. This means children develop self-esteem and are confident to make choices.

Parents speak highly of the club. They appreciate the support the staff give to children to complete their homework. They state that their children are happy at the club.

Parents say there is a good handover at the end of each session and that the newsletters help keep them informed about what their children are doing.There is a good relationships between the club and the schools the children are collected from. Teachers share information with the staff, and the manager has regular meetings with senior staff at the school the club is based in.

This helps ensure that the children's needs are met.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff have a secure understanding of what to do if they have concerns about a child.

They complete regular safeguarding training and discuss this at team meetings. They are able to identify signs of abuse and understand their responsibilities in keeping children safe. Safer recruitment procedures are followed, with checks and references being obtained for new members of staff.

Robust induction processes mean staff know what procedures to follow, for example, keeping mobile phones out of the club. The club premises are secure and staff monitor how many children are in attendance throughout the session. Staff complete first-aid training and deal with any accidents appropriately.

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