Manor Farm @ Wickselm House

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are very happy, relaxed and have lots of fun at this unique holiday club, which is set in countryside surroundings.

They form secure bonds with the kind staff, who get to know them well. When children first begin to attend, staff gather a wide range of information from parents and carers about children's individual interests and care needs. They use this information to plan a broad range of interesting play activities.

For example, children excitedly make Easter baskets from paper. They decorate these with different craft materials, carefully painting polka dots and sticking on sequins. Children use their baskets ...during their egg hunt in the garden and are keen to take their creations home to show their families.

Staff are wonderful role models. They teach children to be kind and respectful of both their peers and animals. At the beginning of the day, staff organise a group circle time to help familiarise children with each other, the daily routine, and the rules and expectations for their time at the club.

Staff enthusiastically introduce children to two fluffy chicks, who are just a few weeks old. They take turns to gently stroke them. Staff remind children to speak with quiet voices, so they do not scare them.

Children are confident to handle and interact with the club's wide range of animals. They listen intently as staff explain the features of these animals and how this helps them to survive in the wild. Children proudly share their knowledge of these animals with visitors.

For example, they explain that 'Maverick the bearded dragon, comes from a hot desert in Australia and has a third eye to help him recognise if it is day or night.'

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

Staff teach children the importance of good hygiene practice and encourage them to take responsibility for their actions. Before playing outside in the garden, staff remind children of the club's rules 'no pick, no lick, and to be careful with sticks'.

They explain that some edible plants, such as wild garlic, have many similarities with poisonous plants which could make them very poorly. They learn to wash their hands thoroughly after handling animals, playing outside and before mealtimes.Children behave exceptionally well.

They are considerate of their peers and are welcoming of children who are new to the club. Children are thoughtful and keen to show new children around. For example, they show them where to store their belongings.

Children play cooperatively with each other. They share resources and patiently wait for their turn.Staff form strong partnerships with parents.

At drop off and pick up times, they speak to parents to gather information about children's experiences at home, and to share information with them about children's time at the club. Further information, including photographs and videos, is shared on the club's social media page. Staff also host regular community events, which parents are invited to attend.

For example, at Christmas they organised a fair with a range of animal experiences, such as Shetland 'reindeer' rides that children could attend with their families.Leaders value parent feedback and use this as a tool to drive continuous improvement of the provision. They act immediately on parent feedback, for example, by adding more coat pegs for children during busy periods.

Parents state that the provision offered is excellent and state that their children thoroughly enjoy their time at the club and make new friends every day they attend.Children with special educational needs and/or disabilities are exceptionally well supported by experienced staff to access all areas of the provision. They benefit from one-to-one support by staff, who manage their individual needs well.

For example, staff take them outside to the guinea pig stable and work with them at their own pace to prepare them to interact, hold and stroke the animals. Staff help children to lead their own play. For example, they provide them with additional time to jump in and walk through puddles.

Staff maintain effective working relationships with schools and other settings children attend. With permission from parents, staff communicate with teachers and support staff to make sure that the care offered to children during school holidays is consistent and complements their learning during term time.Staff meet regularly with leaders for supervision meetings.

They discuss their professional development and personal well-being. Staff state that they are very happy and feel throughly supported in their role. In addition to mandatory safeguarding training, leaders ensure that all staff hold paediatric first-aid qualifications.

Staff are offered additional courses to enhance their already strong knowledge and skills.

Safeguarding

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