Mac’s Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive at the friendly club full of excitement. They are happy to see their friends from other schools and quickly engage themselves in activities.

They have a good sense of belonging and know where to put their coats and bags before they play. Children play cooperatively together. This is evident as children build 'superhero bases' out of crates, deciding where the entrance will be.

Children take turns as they play safely on the trim trail. They climb walls, balance on logs and swing on ropes. This helps to develop their physical skills, and resilience, as they adopt an 'I can do' attitude.

Children and ...staff play an energetic game of football. Children thoroughly enjoy this and scream 'goal!' as they score.Children have a lovely attitude to learning and behave well.

They choose what they want to play with from a wide selection of opportunities. For example, children become engrossed in manipulating the play dough. They handle tools well and roll out the dough, measuring to ensure the dough is big enough to cut out a crocodile.

They push down using cutters and are proud of their creations. Children concentrate as they blow bubbles of different sizes. They estimate who has the biggest bubble as together they watch them float up into the sky.

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

Staff know the children and their individual personalities well. This includes their likes and dislikes. This helps staff plan activities that they know will engage and interest children in their play experiences.

For example, they know a large proportion of children enjoy art and craft activities. Therefore, they provide a daily art activity for them to take part in. For instance, children enjoy making bracelets and necklaces out of beads.

Staff interact with children with enthusiasm and get down to their level to talk with them. Children show high levels of focus and concentration as they colour number pictures. They enjoy snuggling with their friends on mats to look at books.

Together, they chat about the books and share their individual interests. This is evident as two children sit and look at a book about a rainbow fairy. They talk about if fairies are real or not.

This also promotes children's literacy skills.Staff are effective role models and promote children's good behaviour. They speak gently to children and treat them with respect.

This helps children to understand behaviour expectations at the club. Children are polite and courteous toward others. They use, 'please' and 'thank you' when they interact with staff and their friends.

Staff promote children's self-care skills and some aspects of their independence. They encourage children to follow good hygiene practices and to make choices for themselves. However, there are times when staff do things for children that they could do for themselves.

For example, children do not have the opportunity to serve their own food or pour their own drinks at teatime.Staff develop good partnerships with parents and inform them about what their children have been doing at the club. They talk to parents at collection time and pass on messages from children's different schools.

Parents speak highly of the club. They say their children are very happy and enjoy the activities on offer. They comment that staff are friendly, and easy to approach to talk to about their child.

The provider and staff build and maintain a positive relationship with the headteacher of the host school. They talk to children's individual teachers to support their welfare. This also ensures consistency between the club and children's classroom experiences.

Staff work together well as a team. The provider, who is also the club manager, provides strong support for staff. For example, she carries out staff appraisals and runs monthly staff meetings to help improve practice.

This includes encouraging staff to further their knowledge by enrolling on higher qualification courses.

Safeguarding

The arrangements for safeguarding are effective.Staff receive safeguarding training and have a good knowledge of child protection issues.

They understand their responsibilities regarding child protection. Staff demonstrate a clear understanding of the procedures to follow if they have a concern about a child's welfare. The provider implements robust recruitment and induction procedures to ensure staff are suitable to work with children.

Ongoing suitability checks are part of a robust approach to keeping children safe. Staff carry out risk assessments to identify and remove any hazards, so it is safe for children to play. They supervise children well.

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