Knebworth Out of School Club

Knebworth Out of School Club Knebworth School, Swangleys Lane, Knebworth, Hertfordshire, SG3 6AA

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Inspection date

Previous inspection date 1 November 2016 14 October 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Outstanding 1

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This provision is good

 Since the last inspection staff have made positive improvements. The daily register is completed effectively and clearly shows the times of children's arrivals and departures.  Staff complete a range of risk assessments to promote children's safety and well-being. They evaluate all accident and incident records to ensure that they can maintain a secure environment where children can play safely.  Children have a lot of fun and say that they enjoy coming to the club. They engage in a range of activities, have freedom to make choices about their play and interact warmly with other children and staff.  Children develop their physical skills. Staff provide daily opportunities for them to enjoy fresh air and exercise. Children join in with outside games and use torches so that they can continue playing when it becomes dark outside.  Staff promote good partnership working with other professionals. The provider attends

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This provision is good

regular meetings with the host-school teaching staff. They work together successfully to promote children's continuity of care and inclusion.

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It is not yet outstanding because:

 The provider does not rigorously carry out supervision sessions and appraisal meetings to help promote the ongoing professional development of staff.  There are no consistent opportunities for children to use and explore technology.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 strengthen supervision meetings to sharply focus on the professional development of staff to help to raise the quality of practice  provide more opportunities for children to explore and engage in activities involving technology.

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Inspection activities

 The inspector spoke to a small number of parents during the inspection and took account of their views. She also spoke with school teaching staff, club staff and children at appropriate times throughout the inspection.  The inspector observed the quality of staff interaction during activities indoors and outdoors and assessed the impact this has on children's time at the setting.  The inspector looked at a range of documentation, including the safeguarding procedures and policies. She also viewed children's activity records.  The inspector observed a planned activity and discussed this with the provider.  The inspector held a meeting with the provider. She looked at relevant documentation, such as parents' feedback and she reviewed evidence of the suitability of staff working in the setting.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff have a good awareness of the child protection procedures to follow. They attend routine and specialist safeguarding training to make sure they understand how to support vulnerable families. The provider has robust recruitment and induction procedures in place to ensure that staff are suitable to work with children. All staff work closely with parents and other professionals. They promote the daily exchange of communication with teaching staff and parents. This ensures that children have a smooth transition into school each day. Parents speak very highly of the provider and the staff team and they comment on how they feel very included in the setting. Many parents compliment staff on the additional support they offer children and their families as a whole. Both children and parents have an active voice within the setting and staff take on board their views and suggestions before making any changes.

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Quality of teaching, learning and assessment is good

Children engage in a range of opportunities and experiences, which they discuss with staff on a daily basis. They have freedom to make their own choices, as well as joining in with a range of planned activities and experiences. Children have good opportunities to be creative. For example, they use a range of paint, glue, cardboard and glitter to make firework and rocket pictures. Qualified staff interact warmly and support children as they discuss how mixing paints together can make different colours. Older children use their imaginations well. They create their own bookshop and make posters to show how much the books cost. Staff show a genuine enjoyment of their roles and join in with children's games. They recognise what children like to do and follow their interests and ideas, helping them to build upon these. For example, children enjoy playing football. With staff, they have created a code of conduct to ensure that children of all ages are able to join in

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Quality of teaching, learning and assessment is good

and play safely. Staff complete a book for every young child, which is filled with pictures and examples of activities children have taken part in. Staff share this with parents as their children move into year one.

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Personal development, behaviour and welfare are outstanding

The well-established staff team works extremely well together to ensure that the key- person system is highly effective in promoting the well-being of all children. Staff provide an excellent model from which children learn about how to behave towards others and are very supportive and kind. They fully promote experiences that encourage children's understanding of people and communities around them. Staff promote opportunities for children to learn about a wide range of cultural events and festivals, such as Diwali. Children demonstrate exceptionally positive behaviour. They share, look out for other children and take turns without prompt. During activities, children cooperate with other children of differing ages. Older children guide younger children and support them as they play. For example, an older child shows a younger child how a particular resource works and then sits back to allow them time to practise. Children are very confident. Their

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Personal development, behaviour and welfare are outstanding

independence skills are extremely well promoted during routines, such as teatime.

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Setting details

Unique reference number 146768 Local authority Hertfordshire Inspection number 1040977 Type of provision Out of school provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 11 Total number of places 30 Number of children on roll 85 Name of registered person Catherine Byron-Grange

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reference number

Date of previous inspection 14 October 2014 Telephone number 01438 817014

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reference number

Knebworth Out of School Club was registered in 2000 and is situated within Knebworth primary school in Knebworth. The club employs five members of childcare staff. Of these, three hold appropriate early years qualifications at level 3. The setting opens from Monday to Friday, term time only, 3.15pm until 6pm.

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This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

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procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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