PSD Childcare

Inclusion: Expected standard

Children benefit from an environment where wellbeing is valued and where staff work hard to ensure that all children feel included within the after-school club community.

Leaders consider ways to differentiate activities to ensure they are accessible to all children. For example, staff provide a variety of resources during creative activities to meet the needs of the range of children's ages and abilities. This means all children can participate in activities comfortably.

Parents talk positively of the personal support the club offers their children. They comment that they find the club very accommodating by, for example, offering calming activities for children with special educational needs and/or disabilities when needed.

Typically, staff who work directly with children can offer suitable support to help children join in and enjoy their time at the club. Leaders and staff know children well and demonstrate their awareness of children's needs and abilities.

Staff liaise with the host school to ensure consistency in expectations and behaviour-management strategies. However, partnerships with the host school do not consistently involve the school's special educational needs coordinator. This means that, although staff know children well, information sharing is not consistently embedded to fully support them at the club.

Behaviour, attitudes and establishing routines: Expected standard

Children benefit from routines that help them settle quickly into club life. Staff support children to engage positively in activities whenever they attend, helping them make the most of their time at the club. They provide a range of resources for the different ages of children. For instance, during painting activities, staff provide sponges with handles that are more comfortable for little hands.

Positive relationships between staff and children contribute to a welcoming environment and support children's engagement. For example, they sit alongside children and interact with them to complete a construction project. This supports children's spatial awareness and problem-solving skills. Older children treat the younger children with kindness, including them in play. Children demonstrate they form strong bonds with familiar staff, seeking them out to talk to and play with. For example, children chat enthusiastically to staff about their school day as they play.

Staff know children well and respond promptly when children need support with their behaviour. Staff give clear explanations of the reasons for rules and requests. This helps children to understand what is expected of them and why. As a result, children behave well at the club.

Leaders have procedures in place for monitoring children's attendance and recognise the importance of addressing any emerging gaps promptly. They communicate with parents and the school to understand any reasons for absence.

Children's welfare and wellbeing: Expected standard

Children appear relaxed in the company of staff and their peers. Children's welfare and wellbeing are supported well across the club. Staff supervise children closely and are well deployed across the club. Leaders have established routines that support children's welfare and wellbeing throughout the day. Staff promote children's physical wellbeing through hydration reminders and access to air-conditioned areas during hot weather.

There are clear procedures in place to manage children's dietary, medical and allergy needs. Staff promote healthy lifestyles with children. Children benefit from healthy, good-quality food that they clearly enjoy. Children benefit from ample outdoor space and opportunities for fresh air and exercise.

Staff support children to make choices in their play and in selecting what they would like for snack, helping to promote their decision-making skills. However, at times, staff complete tasks for children rather than consistently giving children time to do things for themselves to promote their independence. For example, although children have opportunities to take part in cooking activities, staff typically serve food and water to them. This limits their independence and reduces the opportunities for staff to sit and engage children in conversation.

Staff provide some calming sensory activities such as play dough. However, the environment does not consistently provide spaces for children who need to rest or regulate their feelings.

Leadership and governance: Expected standard

Leaders are reflective and have a clear understanding of the provision's strengths and areas for development. They use established systems that support the smooth running of the after-school club. Leaders promote an open culture where staff feel confident to share concerns with senior management. Staff are happy and state that they feel well supported by leaders. Leaders provide them with a full induction and staff access mandatory training online. However, leaders do not consistently offer staff opportunities to embed knowledge from training as part of improving ongoing practice. As a result, staff are not always clear about the most precise actions needed to further improve their practice across the club.

Leaders know their children and families well. Partnerships with parents are effective. Parents comment that they feel well informed about events within the club and the different activities their children can participate in. They say that their children love attending the club. They value the opportunities and care that staff provide for their children.

Leaders form good relationships with the host school. For instance, staff work alongside the host school to ensure children are kept safe and secure. School staff walk younger children to the club.