Funfishers Out of School Club

What is it like to attend this early years setting?

Children arrive eager and motivated for a day of exciting and stimulating activities in the setting. They are greeted warmly and enthusiastically by the extremely nurturing staff. New children settle remarkably quickly. This is supported by the exceptional information which staff obtain before children start. New children are invited into play by others and rapidly learn their names. This helps new children to feel valued. Children demonstrate mutual respect towards each other, learn to share and wait patiently for their turn.

Staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). Children delight in the experiences which staff provide to enable them to experiment in the environment. They make predictions about what will happen if they hold ice in their hands. Children giggle with joy, as they gain a real-life understanding of the sensation of ice, melting and dripping through their fingers. Children undertake experiments. They fill containers to leave out overnight to see what happens to the water. This helps to give children a greater depth of understanding of the natural world.

Professional and knowledgeable staff support each child to reach their full potential. All children make exceptional progress because of the sequenced and child-focused curriculum. For instance, younger children develop their walking skills quickly as they cruise from one piece of well-placed furniture to another. Toddlers balance on wooden beams and crates as they practise their balancing skills.

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

• The experienced and ambitious management team provides thorough and considerate leadership. Staff use precise, ongoing assessments to swiftly identify and close gaps in children's learning and development. Consequently, all children, including those with SEND, make exceptional progress from their starting points in learning.
• Staff have received further training and adapted their teaching to support children's speech and language development. For example, they have introduced national and local programmes to help children to hear and absorb a wealth of new words. Staff frequently use songs, rhymes and stories to engage children. Children learn from clear speech and repetition of sounds. This builds on their vocabulary and, as a result, they become highly confident communicators.
• Children learn about healthy lifestyles and good hygiene practices. Staff sensitively coach children to manage their personal needs, sequencing their learning into small, manageable steps. Younger children learn to serve themselves vegetables and wipe their own hands and faces after lunch. Older children scrape their leftovers into the bin and stack their plates. This gentle and knowledgeable approach helps children to gain independence.
• Children have wonderful opportunities to learn about different cultures to their own. Staff help children to learn about festivals and events that are important to them and their friends. For instance, staff learn key words in children's home languages as they sing songs together and look at books. Children gain an excellent understanding of the differences and similarities in people's ideas and beliefs.
• Staff consider the language of feelings throughout the day. For example, as children draw faces on their angel pictures, they discuss with children what makes them happy. Small-group sessions help children to explore their feelings and build their confidence, resilience and social skills. Children demonstrate exemplary behaviour.
• Support for children with SEND is outstanding. Staff work closely with parents and other education and health professionals to help provide a consistent approach in supporting children's learning and development. The special educational needs coordinator supports staff effectively to ensure that children with SEND receive prompt, targeted early help and support.
• Staff say that they feel incredibly well supported and valued. They are extremely well supported by their fully committed staff team and committee members. The managers skilfully evaluate the effectiveness of the setting to make sure that it constantly improves.
• Parent partnerships are remarkable. They comment that staff go beyond expectations to provide support and advice to families. Staff provide a wide range of books and activities for parents to take home. Parents give incredibly positive feedback. They comment that it is a 'privilege' to be able to send their children to the setting which is like a 'second home'.