Activ8 Mile Oak Activity Hub

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children receive a lovely greeting from staff upon their arrival and staff aid the process of separation effectively. For example, they talk about a visit from the tooth fairy or their football shirts, grasping children's attention.

Staff introduce themselves to new children and talk with them about how to recognise staff. This makes children feel able to be confident for their parents to leave and for children to start their fun day. Children initiate their own play during free times, such as role play, drawing or constructing building from the resources.

Children sit together at snack and mealtimes, chatting freely. Olde...r children happily interact and play with the younger children, building a family atmosphere. Children receive gentle and consistent reminders about their behaviours and staff set out and reinforce the rules of the setting in place for children's safety.

Staff use appropriate strategies to support the smooth operations of the day, such as showing clearly with their arms how and where children should line up to go outside. Children recognise how to risk assess aspects in their environment. For example, if a toy is accidentally broken, they take it to staff to tell them, understanding that it could hurt someone.

Children can make choices about the activities they take part in. Staff clearly explain the activities on offer so that children can make an informed decision about the activity to join in with. As children remain informed about the activities, they focus and participate for long periods.

Children work together towards a common goal. For example, they place numerous blocks in a row in readiness for knocking the end one and watching them all fall. Children of differing abilities work harmoniously, being fully inclusive and reflecting the ethos of working together.

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

There is a clear ambition for the curriculum to provide a highly inclusive environment, where staff make adaptations for children. The ethos is for children to have fun throughout their time at the club, developing friendships. Staff are highly reactive to children's differing needs.

They recognise when children need a little more support to join in the activities and to make new friends. This enables children, such as those who are new to the setting, to feel safe and happy, to participate and have fun.The setting operates through a daily routine with staff on hand to offer new children explanations as to what happens next.

This enables children to feel secure throughout the day. Staff offer children a variety of activities and experiences that they base upon children's interests and what they would like to do. Staff utilise the areas available to them to provide sports and fun games, both indoors and out.

There is a strong focus on supporting children and their families across the setting, including for those children with special educational needs and/or disabilities (SEND). Leaders and staff liaise with parents and other professionals involved in children's care, including teachers from schools they also attend. There is a high staff ratio afforded to children with SEND, enabling them to explore freely and make independent choices about their play.

The provider has a clear understanding of observing and assessing staff's interactions with children to further improve their practice. They work with other agencies to support staff into the workplace. All staff work well as a team, building a strong sense of consistency for children in their enjoyment and access to activities and experiences.

Partnerships with parents are effective. Parents report that staff are friendly and appreciate how staff welcome children readily and by name, which helps their children to settle in. Staff offer parents feedback about the activities their children have enjoyed and provide any other relevant information, such as any accidental injuries.

Parents comment that staff support for children with SEND or specific behavioural needs is effective.Leaders adhere to clear recruitment procedures, making sure that staff are suitable to work with children from the outset and on an ongoing basis. Staff have an induction programme and comment positively about the support they receive from the leaders and of the training programme in place.

This ongoing training enables staff to enhance their skills and knowledge.Staff carry out dynamic risk assessments of the areas of the school they have access to. Leaders have made recent changes to risk assessment processes to refine this further, through their self-reflection approach.

Children receive great care and attention if they have an accident or need any first-aid treatment, such as for an existing injury.

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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