Scl At Great Binfields Primary School

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision does not meet requirements Children eagerly engage in the activities on offer as they arrive at the club. Staff happily welcome children and are sensitive to children who may start a little unsettled. However, although senior leaders highlight some areas for improvement, they have not considered all statutory requirements to ensure children's safety at all times.

For example, children are not adequately supervised at meal times. In addition, younger children are put at potential risk outdoors when older children kick footballs and rugby balls far and high which may land on others. Staff get to know children and encourage them to make choices, such as... when choosing fillings from a variety of ingredients available to them and preparing their own sandwiches and wraps.

This builds on children's independence. At times, however, some older children's behaviour is boisterous, such as when they take over in group activities, which hinders younger children's experiences. Some staff are not confident or proactive in dealing with children's highly excitable behaviour.

For instance, during an indoor bowling activity, staff do not remind children of the behaviour expectations, such as taking turns in an orderly manner. This leads to some younger children who want to join in getting easily frustrated and upset. Children enjoy being active in the playground daily.

This supports their physical health and well-being. Younger children create their own games together and practise skills such as rolling hoops upright in puddles. They follow each other, giggle and smile, showing good cooperation between them.

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

Staff deployment is not fully effective at all times. For example, staff are not deployed effectively to ensure children are consistently and closely supervised when eating. This can potentially put children at risk of choking.

Youngest children prepare their meal first and subsequently the older children. This routine event takes place throughout the session. Staff are involved in helping children prepare their food on a separate table to where they eat.

Other staff are either playing with children or engaged in other tasks, such as accompanying children to the toilet. Therefore, at these times, this does not leave any staff to constantly supervise children eating.Senior leaders strive to provide good quality of care.

They report that they monitor the club's procedures and staff practice on a regular basis. Despite this, senior leaders do not show a clear oversight of what needs improving. For example, they have not carefully considered the recommendations from the last inspection, one of which is still not met.

Although senior leaders state the importance of staff having high expectations for children's behaviour, this is not happening in practice. Senior leaders do not effectively support all staff to manage some older children's behaviour in adult-led situations. This can have a negative impact on younger children's enjoyment.

Staff promote children's understanding of healthy lifestyles. Children talk about the importance of using hand sanitiser before preparing their meals. They love exercising in the fresh air, particularly when staff give them challenges, such as using a minimum number of hoops to reach another one further away.

Senior leaders place a high priority on supporting staff's well-being. Staff say they are happy and feel comfortable to raise any concerns, if they need to. Senior leaders provide a comprehensive induction programme which prepares new staff for their roles.

This includes ensuring that staff know the reporting procedures to follow if they have a concern about a child's welfare. However, senior leaders do not provide individual staff with regular and ongoing supervision meetings. They do not work with every staff member to identify and undertake purposeful professional development opportunities specific to their needs.

This means that some members of staff are not able to improve their existing knowledge, skills and understanding to fully support children's needs or fulfil their roles more effectively.Staff promote children's self-care skills effectively. For instance, children carefully use knife to spread butter on bread and cut their sandwiches.

They are keen to try out different experiences that the staff organise which are based on children's interests, such as arts and craft. Children are given opportunities to express their individual creativity. They make model Christmas trees and decorate them using a variety of resources.

Children show how proud they are of their achievements as they show their creations to staff and new visitors.Parents provide positive feedback about the club. They say that their children are excited to attend and enjoy their experiences.

Parents appreciate the regular verbal updates from staff about their child's day.

Safeguarding

The arrangements for safeguarding are not effective.Children's safety and welfare is not assured at all times, due to issues such as ineffective supervision of children when they are eating and staff's lack of skills to address unwanted behaviours from some children.

Nonetheless, the club supervisor and staff have a sufficient understanding of child protection procedures. They know the potential signs and symptoms that may indicate a child is at risk of abuse, including exposure to extreme views and behaviours. Staff know the processes to follow to report concerns about children's welfare and if an adult allegation occurs.

The dedicated company team follow robust recruitment procedures. Staff assess the club premises daily to ensure they are suitable for children.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date improve staff deployment to ensure children's safety at all times and reduce potential risks to them 31/01/2024 develop all staff's knowledge and understanding of appropriate behaviour management strategies to teach all children about behavioural expectations and respect for others 31/01/2024 provide ongoing coaching, support and supervision for all staff, including leaders, to help develop their professional skills and improve the experiences for children.

31/01/2024

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