Brook Babes Out Of School

Inspection of Brook Babes Out Of School The Bungalow, Primrose Lane Primary School, Westwood Way, Boston Spa, Wetherby, West Yorkshire LS23 6DX

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This provision meets requirements

Children are happy, settled and secure at this friendly and welcoming setting. They benefit from a wide range of interesting activities and resources. For example, they share books, play with sand and make pictures with beads. Staff follow children's interests in play and encourage them while they draw pictures. They support children's ideas as they build dens from cushions and play hide and seek. The manager and staff are eager to expand experiences for children. For example, they arranged for staff with specific outdoor training to visit the setting. This input resulted in children making dens out of sticks and exploring with natural materials.

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This provision meets requirements

There is a strong focus on well-being and resilience. Children are encouraged to play cooperatively together and share. For instance, they take turns to choose fruit from the bowl at lunchtime. Children are given small tasks to do and are encouraged to help others. This helps them to feel valued and included. Staff have high expectations for children. Behaviour is good. However, there is scope to support children's listening skills further. Children have access daily to fresh air and exercise in the large enclosed outdoor area. They enjoy a varied menu of healthy and nutritionally balanced meals and snacks.

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need to do better?

n Partnerships with parents are strong. Parents speak highly of the setting and say they are happy with the service provided. The setting works well in partnership with local schools the children attend. This helps to promote a consistent approach to support children's development and learning. Activities and experiences at the setting complement the learning that children receive at school. For example, they practise their recorder at the setting and are provided with space to do their homework if they wish. n There is a strong focus on children's personal, social and emotional development. Children are excited, enthusiastic and eager to participate. There is robust support for children's growing confidence and independence. Children choose what they would like to play with and access toys and resources independently. They serve themselves at mealtimes and are encouraged to put away their own coats and bags.

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need to do better?

n Children are encouraged to learn how to keep themselves safe and healthy. For example, they take part in first-aid sessions during the holidays. Managers have completed safe recruitment training. They complete safeguarding audits to help identify and reduce any risks or hazards. Information for parents on how to keep safe and healthy is readily available through leaflets and displays. Children are taught key messages about health and safety at circle time. For example, they discuss subjects such as road safety and nutrition.

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need to do better?

26 February 2020 n Children are provided with gentle reminders of how to behave and the impact of their behaviour on others. Staff talk to children about the rules of games and outdoor play before they join activities. There is strong support for children to communicate their views and needs. However, children do not always stop what they are doing to listen. This means they do not always hear the instructions provided. n The owner, manager and staff are reflective and evaluate well the experiences for children at the setting. Detailed evaluation and action plans are in place to help support the setting to continuously improve. Parents, staff and children are encouraged to express their views. Staff plan activities and experiences very much with children's interests and wishes in mind. Resources include toys with which children can build and play imaginatively, such as vehicles, train tracks and musical instruments.

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need to do better?

n There is a strong focus on staff's welfare. Staff complete surveys to establish their levels of well-being. They are encouraged to take responsibility for specific areas in order to develop their knowledge and confidence. Staff meet with the manager and attend training to keep themselves up to date, including training on safeguarding and mental health. They are very well supported by the strong management team. The owner and manager are ambitious for the setting and the children in their care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a good awareness of how to keep children safe. For example, they encourage children to move around the setting safely and tidy toys away so that they do not trip. Staff check outdoor areas before they are used to make sure they are secure. Managers and staff have a good understanding of their responsibilities around safeguarding. They know how to identify any concerns with children or staff, what procedures to follow and who to contact. Managers and staff update their knowledge of procedures to keep children safe.

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Setting details

Unique reference number EY321306 Local authority Leeds Inspection number 10131580 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 5 to 11 Total number of places 50 Number of children on roll 112 Name of registered person Whitwood House Limited

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reference number

Telephone number 07711 265 004 Date of previous inspection 21 June 2016

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Information about this early years setting

Brook Babes Out of School registered in 2006. The club employs eight members of childcare staff. Of these, five hold appropriate early years qualifications at level 2 or above, including one member of staff at level 6 and one with early years teacher status. The club opens from Monday to Friday all year round. During term time, the club opens from 7.30am to 9am and from 3pm to 6pm. During school holidays, the club opens from 7.30am to 6pm.

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Inspection activities

n The owner and manager showed the inspector around the setting. They talked about the resources and activities provided for children. n The inspector observed play opportunities for children indoors and outdoors. She spoke to staff in the setting. n The inspector checked evidence of the staff's suitability and a range of other documentation, including policies and procedures. n The inspector took into account the views of children and parents, some of whom she was able to speak to during the inspection.

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Inspection activities

26 February 2020 We carried out this inspection 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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Inspection activities

26 February 2020 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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