Little Dragons

Inspection of Little Dragons St. Georges C of E Primary School, Chequers Road, Minster on Sea, SHEERNESS, Kent ME12 3QU

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This provision meets requirements

All children are happy, settled and confident and they are excited to arrive at the club. This includes children with special educational needs and/or disabilities. They are enthusiastic to join in with the motivating and challenging activities that staff plan for them. Children are independent. For example, they are confident to choose their own play, serve their own meals and complete their own tasks. Children enjoy friendly competitions as they play interesting games, such as pool, air hockey and table football. They are graceful if they do not win and congratulate their opponent. Children behave well and are polite and kind to each other.

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This provision meets requirements

Children are encouraged to share their ideas and thoughts and they communicate these with confidence. Staff encourage children to talk about their day at school and have meaningful conversations with them. Children are keen to be creative and express themselves. They enjoy making origami flowers and thread pom-poms using wool. Children gain a secure understanding of the importance of healthy lifestyles. They follow good health and hygiene routines and discuss the importance of washing away germs. Children enjoy recycling and discuss the benefits of looking after the environment.

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need to do better?

n Staff get to know children and their personalities well. This includes their likes and dislikes. This helps staff plan activities at the club that they know children will enjoy. As a result, children remain engaged in their play experiences. Staff listen to children and include their ideas into their plans. This helps children feel valued and listened to. Children enjoy the company of staff and their friends. They establish secure relationships and trust and respect each other. n All staff build and maintain positive relationships with parents. They help keep them fully involved and informed. For instance, staff communicate with parents daily and share what their child has enjoyed doing at the club. Staff pass on any information from teachers about their child's time at school. Staff encourage children to build on their interest of reading. They encourage them to take home their favourite story book to share with their parents. Children share with their

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need to do better?

friends what they liked about the story and who their favourite character was when they return to the club. Staff successfully help provide a positive link between home and the club. n The managers and staff effectively evaluate their practice together. For example, the managers highlight that they wish to build even more on the already positive partnerships with parents. They discuss that they wish to include an effective way to share photos with them of their children's day. Each day, staff discuss how well they engaged children in their play and use their findings to support

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need to do better?

5 November 2021 their future practice. Staff are keen to build on their skills and knowledge further. They attend regular training. For instance, they have recently learned about how to ensure their play environments are inclusive and diverse. n The managers closely monitor the quality of care and play opportunities staff offer all children. For example, they routinely observe staff as they interact and play with them. The managers provide staff with helpful advice to help enhance their future performance. n All staff build and maintain positive partnerships with the teachers at the school they collect children from. Staff support children's experiences from the school and provide children with consistent play opportunities. For instance, they talk to children about what they have been doing and what they have learned at school. n Staff support children to develop good social skills and build meaningful

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need to do better?

friendships. Children follow rules and instructions and enjoy a variety of team games. This includes football, basketball, netball and group dancing activities. n The managers and staff encourage all children to learn about and respect other peoples' similarities and differences, outside of their own communities. This includes race, traditions, and religious beliefs. For example, children talk about Diwali and how this is traditionally celebrated.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff, including the managers, have a secure knowledge and understanding of the safeguarding and child protection policies. They know who to contact to seek advice and understand how to raise and follow up any potential concerns. Staff keep their safeguarding knowledge up to date. For instance, they complete routine training. Staff complete detailed risk assessments to ensure they keep children safe. Children have an active role in keeping themselves and each other safe. For example, they remind each other of the rules and know what staff expect of them. This includes children being aware of others as they climb on large equipment and being able to negotiate themselves back down safely and independently.

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Setting details

Unique reference number 2534524 Local authority Kent Inspection number 10210604 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

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inspection

Total number of places 24 Number of children on roll 18 Name of registered person Group 23 Services Ltd

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reference number

Telephone number 07739386650 Date of previous inspection Not applicable

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Information about this early years setting

Little Dragons registered in 2020. It is an out-of-school provision located in the grounds of St. Georges C of E Primary School, Sheerness in Kent. The setting is open Monday to Friday from 3pm until 6pm, term time only. The setting employs four members of staff.

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Inspection activities

n This was the first routine inspection the setting has received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the managers and staff and has taken this into account in their evaluation of the setting. n The inspector carried out a learning walk with the managers. The inspector assessed the impact of the quality of staff interactions and the play opportunities they provide children. n The inspector viewed the indoor and outdoor environments. n Written documentation was reviewed. This included safeguarding and child protection policies and procedures. n At convenient times during the inspection the inspector spoke to the managers, children, parents and staff and considered their views.

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Inspection activities

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

5 November 2021 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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