Little Treasures Academy

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements As children arrive at the club there is a buzz of excitement. Children are happy, confident and eager to mix with their friends.

They are independent and clearly know the routine as they come in, hang their coats and bags up, and make choices about what they want to play with. Staff set up the room prior to children's arrival. They consider the needs of the children carefully and include a range of toys and resources that link to children's interests and complement their ongoing learning.

Children self-select from a range of resources and enjoy group games with their friends. They concentrate on a task until they complete ...it. For example, children spend time carefully creating origami animals, supported by staff who model and support them well in the task.

Children behave well and are kind, caring and considerate. Children of all ages mix well together. Older children invite younger children into their games and help them to join in.

Children spend time drawing and writing, and chat away to their friends and staff about what they are doing. Children build train tracks and building blocks together. They share and take turns with games.

For example, children enjoy swapping cards they collect, as they compare and identify differences and similarities. Children develop their physical skills as they use a range of equipment in the school playground. They develop team-building skills and negotiate space as they play a range of ball games and use archery games to aim at the target.

Children have so much fun that they are reluctant to go home when the time comes.

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

Leaders and managers reflect on the provision to identify and build on good practice. They actively seek the views of parents and children, then use the resulting information to plan improvements.

They review feedback from inspections in their other settings and use this information to continually adapt and improve the provision they offer.Staff support children's play indoors and outdoors. They help children to use the resources imaginatively, and children are generally well occupied.

However, there are occasions, for example transition times between activities and routines such as snack, when the environment does not support some children to maintain high levels of engagement and motivation.Children enjoy healthy snacks. They show a good understanding of managing their self-care and demonstrate good hygiene practices.

They independently use the toilet and wash their hands before sitting and eating.Partnerships with the host school are strong. Communication is key strength of the club and there is a regular exchange of information between the club, parents and school.

This helps staff to understand and meet the individual needs of the children attending.Leaders and managers monitor staff closely and observe them in their roles. They make suggestions as to how staff can improve their practice further and plan targeted training opportunities to help staff to develop their knowledge and skills.

All staff have access to a wide variety of online training and receive regular supervision. Staff say they feel well supported by managers and are able discuss their work and any concerns with them.Staff recognise that children may need quiet time after a busy school day.

Children have opportunities for quiet activity if they wish, in areas with carpet and comfortable cushions.Partnerships with parents are good. Staff interact and communicate well with the parents.

Parents comment positively, and through questionnaires feed back that they provide a good number of activities for their children to enjoy. Parents can see what their children have enjoyed during their time at the club, as staff provide regular pictures on the online platform and update parents through regular newsletters.Children clearly enjoy the social interaction with their friends and the staff.

For example, they talk about their activities, friends and families as they enjoy their healthy snacks. Children's social skills develop as they listen to each other and join in with conversations.

Safeguarding

The arrangements for safeguarding are effective.

The staff have a secure awareness of their roles and responsibilities to ensure the safety and well-being of the children in their care. They undertake thorough risk assessments of the premises. This helps to ensure all areas that are used by the children are safe and suitable.

Staff are confident of the signs and indicators that may mean a child is at risk of harm. They know the procedures to follow if they need to make a referral in the event of a concern. Leaders and managers have effective systems for safer recruitment, staff induction, supervision and appraisals, which helps to safeguard children's welfare.

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