Premier Wraparound @ St Sidwell’s

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements All children arrive at this setting happily. They are familiar with the daily routines.

As such, they know the process to sign in, put their belongings away and find something to play with. For example, children take themselves to the mats and cushions, where they sit chatting comfortably with their friends, build towers from the construction toys and imaginatively care for the dolls. Others choose to take part in the enjoyable physical or art and craft activities that staff plan, which helps them to learn and practise new skills.

Staff recognise when the younger children might need a rest, so they offer to read them a boo...k. These children settle down contentedly and listen to the story with interest.Leaders and staff have a secure understanding of how to keep children safe and promote their health and well-being.

For example, they practise fire drills with the children, who know to line up calmly and make their way to the fire assembly point. Children benefit from fresh fruit at snack times, good hygiene routines and opportunities to be physically active at the setting.

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

Leaders and staff know the procedures to follow in the event of a safeguarding concern about a child or member of staff, including how to escalate concerns to other agencies.

Leaders and staff work well with the school to exchange important information about the children. This helps them to provide consistency in the children's experiences and to meet the children's individual needs.Children enjoy their time at the setting and play happily with their friends and staff.

At times, it gets very noisy due to the number of different activities taking place within the one room. This impacts the children's ability to hear staff when they read and speak to groups of children. Leaders have plans to address this issue.

Parents speak highly about the setting and of the positive relationships that their children form with the staff. They comment that their children love attending, and they speak fondly about their experiences and the other children and staff they spend time with.Children become confident and develop a 'can-do' attitude when they try new things.

For example, children persevere at threading pasta onto string to make a necklace, trying again patiently when the pasta falls off. Once they have succeeded, they proudly show their finished necklaces to each of the staff, who praise them enthusiastically.Children learn to manage their self-care tasks independently.

They take themselves to the toilet, sign in upon arrival and peel their fruit at snack time.Staff remind children to use good manners and support them to play together cooperatively. Children form lovely friendships and join in with each other's games.

They are kind, helpful and friendly. For instance, the older children offer to help the younger children during the craft activities.Staff have high expectations for children's behaviour.

They have meaningful conversations with children, who listen to each other's views and opinions and talk confidently about what makes them unique. For example, they talk playfully about funny facial expressions and movements they can make.Children are good communicators.

They are confident to interact with unfamiliar adults and to talk about themselves and their favourite activities.

Safeguarding

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

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