Alpha Breakfast / Afterschool Club@ Eltham Cofe School

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children of all ages look forward to attending this well-organised after-school club. Children eagerly arrive, place their belongings into year group boxes before getting ready for registration. Children excitedly get involved in play and rush to join their friends.

Staff carefully consider and plan their environment and activities. For example, staff consider the different age groups and abilities, ensuring they have a wide range. These include art and crafts, construction, puzzles, board games, football and more.

Children build strong attachments with adults, speaking highly about playing with them. Staff are positive ro...le models and children actively invite staff to join in. The ethos of the club is to create an environment, where children can socialise, relax and play after their busy school day.

Children play an active role in planning their day by taking votes and giving suggestions about what they would like to do. This ensures children remain engaged throughout their time and feel valued at the club. Younger children are supported by calm, caring staff, who make attempts to get to know them.

For example, children engage in getting messy with a large slime activity. Staff encourage children to 'have a go' and together they interact and play. Children behave well and are respectful towards staff.

Staff listen to the children and prompt discussions, such as how it feels, 'what would happen if we added more?' Therefore, children benefit from staff's questioning and interactions with activities, building confidence and imagination.

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

Leaders and staff establish strong relationships with the host school. They have regular meetings and communicate well, gathering information about children, environment and more.

Early years children are collected from their classrooms and staff have daily feedback from their school teachers. This enables staff to understand children further and how they can continue to support them at the club. For example, young children have a keen interest in caring for dolls, and staff ensure these ares provided.

Children settle well and quickly engage in play.Leaders support staff practices and ensure regular meetings and training are provided. Leaders provide summaries and targets to the club to continually strive to improve.

Staff have relevant paediatric first aid, food hygiene, and other relevant training. Staff have access to a wide range of online courses and improved risk assessment tools to ensure they keep children safe and put preventable measures in place. This includes limiting children on climbing equipment and ensuring a one-way system.

Children of all ages form bonds and engage well in play together. Staff promote different age groups to bond and, at times, assign older children as 'buddies' to younger children, making sure they feel safe and build their own responsibilities. For instance, older children offer praise and encouragement while engaging in a puzzle activity together.

Staff promote children's independence. For example, children are assigned 'jobs', such as helping at mealtimes. Children take pride in their role and make sure every child is catered for.

Staff and children wear protective equipment when handling food and ensure no cross contamination, such as using utensils to serve. Staff are aware of allergies and preferences children may have through clearly marked posters. Staff discuss with children about healthy lifestyles and habits.

Staff intend to support all children and ensure they provide an inclusive service. Staff and leaders ensure clear and regular communication with the school and parents about how they can support children with special educational needs and/or disabilities. This means children's individual needs are understood by all staff and all children feel welcomed.

Leaders seek the views of parents by sharing newsletters and emails. Parents state that their children enjoy the club, socialising with their friends and the staff and activities provided. However, leaders are aware that improving the feedback to parents is valuable and something they are reviewing.

Staff are well supported through inductions, regular quality visits and meetings. Leaders consider staff well-being and put measures in place to support them. Staff state they feel supported by leaders and share a vision for making a positive impact on children by creating a fun, safe environment.

For example, staff put their own ideas to leaders who support and trial this, such as an activity or a change in resources.

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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