Tree Tops Breakfast And After School Club At Warden Park Primary Academy School

Tree Tops Breakfast And After School Club At Warden Park Primary Academy School Warden Park Primary Academy, New England Road, Haywards Heath RH16 3JR

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Inspection date 6 February 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Not Applicable

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This provision is good

n Children have access to a wide range of materials and resources to help develop their sensory experiences in different ways. For example, children play with rice and dinosaurs in a large tray. n The manager and staff support children's developing self-esteem well, for example by cuddling and praising children. Children develop strong attachments to them and to each other. They are happy and confident in the warm and safe environment. n The manager and staff support children to develop their confidence and to take responsibility for tasks. For example, children choose their own snack and make up their own pitta wraps at tea time. n Partnerships with parents are effective. The manager and staff share information and ideas for activities well. n Staff complement the skills children develop in school well. For example, they praise children as they write their own names on the work they have created. n The manager and staff do not consistently build on ways to strengthen partnerships

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This provision is good

with the school to support a more consistent approach to children's development. n The manager and staff do not always provide the best opportunities to encourage children's awareness and understanding of diversity. School, 6 February 2019 2 of 5

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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

n develop the relationship with the host school further, to improve communication and help to better support children n enhance the range of opportunities that encourage children to reflect on and value diversity.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed the premises used by the club. n The inspector observed the manager and staff interacting with children. n The inspector interviewed the manager and owner. n The inspector spoke to children and viewed their activities. n The inspector spoke to parents and took account of their views.

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What the setting needs to do to improve further

Inspector Susan Allen School, 6 February 2019 3 of 5

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Effectiveness of leadership and management is good

Safeguarding is effective. The manager and staff know what to do, who to contact and the procedures to follow if they have a concern about a child's welfare. The manager considers the views of children, parents and staff when evaluating the setting. For example, staff reviewed the display board to make it more appealing to younger children. The staff are friendly and welcoming and have a good rapport with parents and children who attend. The manager and staff keep up to date with legislation and new practice well. The manager supports staff effectively and identifies any training needs. For example, staff are now better able to interact with younger children after attending training. Children are cared for in a secure environment. For example, the door is locked and only people recognised by staff can gain entry.

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Quality of teaching, learning and assessment is good

Staff ask challenging questions and children are encouraged to think for themselves. For example, during the inspection, children explored different craft materials and staff asked, 'How many poms-poms are there?' Staff support children successfully in developing their estimating skills. Staff communicate well with children and support them well. For instance, during play, staff explained that tuna is a large fish. Children play well together. For instance, they play games and take turns. Staff make effective use of the area available, and children have many opportunities to extend their physical skills. For example, they play with footballs and skipping ropes in the play area, and build dens.

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Personal development, behaviour and welfare are good

The manager and staff are good role models and children behave well. They learn to share and have good manners. Children settle well. The manager and staff explain to children how to manage risk effectively. This is evident when children move around the outside area and only run down a slope when it is safe to do so. Children learn to be independent and manage their own needs as they would in school. For example, children use the toilet unaided and know to cover their mouths when coughing to prevent cross- infections. They know to pour themselves a drink of water when they are thirsty, from easily accessible jugs. Staff teach children well about the world around us. For instance, children learn how to safely approach a dog and always ask permission before stroking one. School, 6 February 2019 4 of 5

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Setting details

Unique reference number EY542382 Local authority West Sussex Inspection number 10089856 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Out-of-school day care Age range of children 4 - 8 Total number of places 32 Number of children on roll 107 Name of registered person Wild-Life Day Camps Limited

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reference number

Date of previous inspection Not applicable Telephone number 07557519566

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reference number

Tree Tops Club at Warden Park Primary School registered in 2016. It operates Monday to Friday from 7am to 9am and 3pm to 6pm, term time only. There are four staff; of these one holds a recognised early years qualification at level 5, one holds a qualification at level 3 and one holds qualified teacher status.

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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.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . School, 6 February 2019 5 of 5

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

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