Let’s Leap @ St. James & St Johns

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy, confident and clearly enjoy their time in the club.

Staff warmly welcome them as they arrive from their classrooms. Staff converse with teachers bringing children from the nursery site to understand about the children's day. Staff and children have good relationships, and the children confidently talk about all the things they enjoy and are learning at school.

Children self-register on arrival, placing their names in the zones of how they are feeling today. This supports children's well being and opens conversations about their feelings and emotions. Staff interact well with the children as they invite ...staff to help mend the doll's house roof.

Children help teach staff to play chess with staff and there is lots of discussion about the game. The club is calm and inviting. Staff engage well with children and talk about their day and time at the club.

Children are at ease and confident with visitors present, demonstrating how safe and secure they feel. They sit with friends, staff or find a book to read alone. Children demonstrate independence, accessing toys they want and getting their own bag and coat when it is home time.

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

Children have positive experiences at the club. They feel safe and secure. Staff get to know the children well and plan activities to support children's creativity and mindfulness.

Children enjoy the wide variety of activities available. However, staff do not always consider the needs and interests of children when they plan the environment. For example, some group games are not age-appropriate for the youngest children and, therefore, they lose interest quickly and become distracted.

Children behave well. They are polite and well mannered, saying please and thank you at appropriate times. Older children help the younger ones to know the boundaries and expectations.

For example, they help pack the toys away and tidy up. Children eagerly work together to earn 'dojo' points over the week to help promote positive behaviour.Staff understand the basic needs of children with emerging special educational needs and/or disabilities (SEND) and they monitor the children carefully.

Children with SEND are content in their surroundings at the club and in the care of the staff. The key-person system is now fully established, ensuring that children in the early years age range are well supported.Staff promote children's personal development well.

They encourage children to take responsibility for their own belongings and supervise while they manage their self-care and hygiene needs. Staff help children understand the importance of healthy lifestyles. For instance, children enjoy a range of healthy snacks and have continual access to water.

Children have opportunities to use the outdoor areas.The managers and staff work closely with the school to build and maintain positive links, so they can work together for the good of the children. The setting operates from one of the halls in the school and the staff team works hard to make children feel that this is a more relaxed environment than the school day.

This enables children to play and be comfortable.The managers and the staff team are dedicated to providing a high-quality provision. They work closely together as a team and feel well supported by senior managers.

Staff report that they feel well supported in their roles. They take part in regular meetings to support their training and well-being. They complete mandatory training, such as safeguarding.

Staff form effective relationships with parents. Parents speak positively about the club and comment that staff know their children well. Parents say their children enjoy attending and that staff are friendly and approachable.

The effective communication supports consistency in children's care.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

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