ZigZag Out of School Club (St Johns)

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children look forward to spending time at the club. They are cheerful and chatty with the inspector as they wait for their friends to arrive.

Children build strong bonds with the staff and are eager to share their news with them. For example, they demonstrate how secure and confident they feel as they discuss an imminent house move with excitement. Children behave very well.

They have lovely manners, and they respect the toys and resources. Children invite each other to play and willingly take turns during activities. They enjoy organising their own games and use their problem-solving skills when playing together.

...>For example, eventually finding a way to make the cars stay on the track by supporting the track with chairs. 'Ah ah! This works, look!' they beam, showing a clear sense of achievement.Children demonstrate their independence as they put away their own belongings, clear away after eating and tidy away the toys when they have finished playing with them.

Staff involve children in discussing and contributing to the club rules, which helps ensure children have a clear understanding of them. They know that they must not talk over others and they must use 'walking feet' when inside.

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

Partnership with parents is strong.

Parents comment that the staff are kind and caring towards their children and that their children enjoy the activities. They mention that they feel their children are happy and safe in the care of knowledgeable adults. Parents appreciate the regular communication and the newsletters that give information about current and planned activities for their children at the club.

Children enjoy the opportunities to be active and to eat healthy foods. They discuss that breakfast 'gives you energy for the day' and 'drinking water is the best for you'. However, staff do not always remind children to wash their hands before eating and, as a result, children do not fully understand the importance of good hygiene practices.

A key strength of the club is the director's commitment to staff's professional development. Staff are encouraged to take part in regular training to enhance the quality of their practice. For example, they have recently completed courses on supporting children's emotional health as a result of the recent COVID-19 pandemic and how to provide targeted support for children with autism spectrum disorder.

Staff are asked to identify, and are well supported in undertaking, their own training needs.Leaders develop positive partnerships with the professionals at other settings that children attend. For example, they share information with teachers and pass on information to parents.

Leaders have discussions with the school's designated safeguarding lead and special educational needs coordinator to provide targeted support to individual children.Children develop an awareness of traditions and cultures. For example, they learn about special celebrations throughout the year.

Diversity is reflected in the resources that they play with and the books available to read. Staff learn key words and phrases of those children who speak English as an additional language. Consequently, children gain an understanding of their own culture and the importance of being respectful of the culture of others.

The director of the club strives for improvement to enable children to have a memorable and fun learning experience. For instance, staff meet daily to evaluate the day and discuss what could be done better. Parents are regularly asked to contribute their thoughts and ideas.

The director places high value on asking the children what they would like to do at the club. As a result, activities and themes are based upon children's current interests.Children develop warm bonds with the staff at the club.

Staff are attentive, kind and interested in the children's lives at school and at home. Children chat about things that are important to them, and staff listen attentively. As a result, children's emotional health is supported, and they feel valued and listened to.

Safeguarding

The arrangements for safeguarding are effective.The staff understand their child protection responsibilities. They undertake training to help to ensure that their safeguarding knowledge is secure.

They are familiar with local safeguarding partnership procedures should they have a concern about children's welfare. Staff are able to describe signs and symptoms of abuse, including those of radical and extreme views or behaviours. The outside and inside premises are checked daily and any identified hazards are removed.

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