S4YC Out of School Club @ St Chads

What is it like to attend this early years setting?

Children are curious, inquisitive and eager to learn. This impressive can-do attitude contributes enormously to their good progress. Children have a thirst for learning. Their motivation to learn is greatly promoted by enthusiastic teachers and a well-organised learning space. Children benefit from a spacious outdoor play area, and learning in nature is heavily incorporated into the curriculum. Children are frequently heard laughing and giggling as they play. They excitedly and independently pull on their wellington boots in readiness to play in the muddy grass. Children have fun as they explore. For instance, they enthusiastically work together to create a new allotment. Children show impressive physical skills as they manoeuvre rakes and other tools to prepare the soil. Children develop early literacy skills in practical, hands-on ways. For instance, with help, they read instructions on the back of seed packets prior to planting. Children show empathy and kindness as they carefully water and tend to the newly planted seeds. Learning is optimised through well-planned activities and high-quality teaching.

Children share and take turns. They know how to listen and follow instructions well. For instance, children take turns when using outdoor play equipment. With staff encouragement, they cooperate so everyone gets a turn to use gardening tools. Children are kind to each other and friendships flourish. Games help them to work together and build social skills. For instance, children enjoy each other's company as they chase one another in the garden. They enjoy the company of peers and equally build positive, reassuring relationships with the adults who care for them. This is a busy, nurturing and welcoming setting. In turn, children thrive in their emotional confidence and independence. Disruption from the COVID-19 pandemic and recent changes to the staff team have been carefully managed to minimise the impact to children's learning and emotional security. For instance, a well-attended parent coffee morning has helped to reinforce trusting relationships between home and the setting.

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

• Partnerships with parents are good. The manager recognises the importance of working closely with parents and works hard to establish open and honest two-way communication. Parents are very pleased with the recent improvements the new manager has introduced, and comment that their children love attending this caring and fun setting.
• The curriculum is ambitious for all children. Staff plan a range of challenging activities and games. They observe and assess children's progress continuously. Children meet development milestones quickly, and occasionally before expected.
• Children are healthy and physically active. They access fresh air and plenty of exercise every day. Children wash their hands prior to eating and understand the importance of personal hygiene.
• All children, including those with special educational needs and/or disabilities, make good progress. Notably, the special educational needs coordinator is very passionate and extremely experienced. Children benefit from tailored and targeted learning opportunities.
• Staff weave children's interests into play. For instance, children show a recent interest in trains. With supervision, they use technology to learn more about this topic. Teaching helps children to develop their knowledge of mathematical concepts such as size and space. For instance, children learn about 'large' trains going 'over' bridges. Linking learning to interests helps to extend concentration. Children benefit from consistently good teaching.
• Staff support children's communication and language development well. Children discuss common interests and share opinions as they play. Their vocabulary is varied and their conversational skills are improving. However, sometimes, staff do not allow children sufficient time to think and respond to questions before they move on to another topic.
• The newly appointed manager and her team are dedicated to improve this good setting even more. She has recently implemented a number of improvements. However, ambitious plans to develop are yet to be fully implemented. For instance, plans to mentor and coach staff more closely are not fully established to develop good teaching skills further.

What the setting must and should do next

The provider should:

• teach staff the importance of allowing children time to think and respond to questions, to extend children's critical thinking skills even more
• establish systems to coach and mentor staff, to improve good teaching and help children make even more progress.