Rattle and Roll Performance: St Peter’s East Bridgford Wrap Around and Holiday Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive at the club happy and confident. They walk in sensibly and guided by staff hang up their belongings on the pegs provided.

Staff direct children to wash their hands and choose where to sit at the table. Children listen and promptly do what is asked and they continue to behave well throughout the session. Staff prompt children, when needed, to remind them of the rules, for example staff remind children to sit on their chairs properly.

Children are kind and work together. For example, while playing a game outside, two children grab the ball at the same time and begin to argue over who got it first. They come t...o an agreement that they will throw it back together.

When children are disappointed because they did not win a dancing game, other children remind them to be happy for the winner. Children show they understand how to care for one another. When younger children become upset, older children give them a hug and encourage them to join in their game.

Children have fun and enjoy what they are doing and they jump up and down with excitement. They engage in activities for prolonged periods of time. They are eager to have their turn in games, for example, as a detective or as the person who chooses the moves.

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

Staff use the children's interests and ideas to set up activities for children to be involved with. Staff ensure a range of planned activities is provided as well as offering periods of time for children to choose what they would like to play with.Staff have positive relationships with the children and their families.

They are genuinely interested in what children are doing and laugh with them. For example, outside, staff sit on the floor with children to play a game and pretend their legs are ladders. Children jump up to run around to race back to their seat, staff join in.

Staff support children to become independent. They ask children to wash their hands before they eat and children independently manage this. Older children take themselves to the toilet and younger children are supported by staff when needed.

Children have access to a selection of fruit to eat that they can choose throughout the session. When children have finished eating, they are prompted to tidy their plates away and take them to the sink.Children have access to a range of physical experiences on offer to them.

Outside, children run around with their friends. They skilfully kick footballs and use racquets and balls with one another. Children work as a team for dodgeball and practise throwing and catching the ball.

Inside, children engage in physical ring games, copying actions, doing funny wiggles, big jumps and balancing on one leg.Staff encourage children to be imaginative. A group of children imagine that they are performing on a stage.

Staff ask them what moves they will do next, and children make up a variety of different movements for staff to watch.Children say that they have fun at the club. They tell visitors about their favourite experiences and what they like best about the club.

For example, they enjoy making friends from the different year groups that they would not normally see through school.Parents are happy with the club. They comment on their children being happy and always coming home sharing the positive experiences they have enjoyed, such as playing dodgeball.

Parents add that their children make friends and can socialise with fun activities. They are confident that staff are providing their children with rich experiences as well as children enjoying themselves.Staff feel well supported by their managers.

They say that they have regular meetings as well as discussions about their next steps. Managers share with them what they can do to improve, as well as good practice advice. They talk about any training that may be beneficial, for example staff say they have attended mindfulness training.

This has supported their knowledge of what children may be dealing with and given them strategies to try, to support children's well-being.Staff and managers are reflective and have identified the need for further variety for older children. They have started to engage older children to develop a hub in another area of the club.

They also plan to embed an award that older children can work towards and achieve. They aim to develop children's ownership of the club and develop their sense of responsibility further.

Safeguarding

The arrangements for safeguarding are effective.

Staff and managers clearly understand their responsibility relating to safeguarding children and their families. They are highly aware of signs and symptoms of abuse. They have attended training which has supported their knowledge of wider issues within society, for example families or children being radicalised and families and children experiencing domestic violence.

Staff and managers are confident to make referrals to appropriate agencies when they are required, to support children and their families. Managers have a recruitment process for new staff to ensure they are suitable to work with children. Managers and staff risk assess the environments to ensure they remain safe and suitable for children.

Also at this postcode