Schools Out Club Meteor

Inspection of Schools Out Club Meteor Belleville Primary School, Meteor Street, London SW11 5NZ

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This provision meets requirements

Staff are kind, warm and caring. They work hard to offer a range of activities that children enjoy. For example, children decorate Christmas trees with pom-poms, glitter and sequins. They talk excitedly about what they have made. Children gain a sense of satisfaction and pride. Their emotional well-being is supported. Children are happy and enjoy each other's company. They understand the expectations staff have of their behaviour. Children are polite and behave well. Staff are good role models. They respect the children. For instance, they listen carefully when children talk about their day at school or explain their interests.

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This provision meets requirements

Children are safe at the club. Staff create strategies to ensure children move safely around the building. They support children in understanding how to keep themselves well. For example, staff encourage children to drink plenty of water. Children are gently reminded they need to wear their coats as they move outside to play. They enjoy plenty of exercise. Children climb, run and play with balls. Staff support children in taking risks while talking to them about how to be safe. For instance, children playing with skipping ropes are shown how to use them safely.

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need to do better?

n The manager supports staff's professional development well. Staff benefit from regular supervisions, meetings and observations. They are encouraged to gain qualifications to support them in their work at the club. For instance, staff say their training has deepened their understanding of how to keep children safe. n Staff understand that not all children have the same advantages. They seek to provide activities which children may not have access to outside of the club. Children enjoy team games, such as tag rugby. Staff develop strategies for children who may require additional support following the COVID-19 pandemic. For example, children say they value the opportunity staff provide for them to complete homework at the club. Their mental well-being is supported well. n Children provide ideas and suggestions for the club. For example, they talk to staff about what they would like to eat for snack. Children feel involved in the

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need to do better?

club and what it offers them. n The manager reflects on the service he provides for children and their families. He uses this to create positive partnerships with the school. The manager identifies areas to develop within the club, such as providing children with a quiet area where they can relax after a day at school. n Staff work closely with parents to support children with special educational needs and/or disabilities. They hold regular meetings with parents and provide consistency between the club and children's home lives. Children are encouraged to think about ways in which they are different and the same. For

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need to do better?

25 November 2022 instance, staff explore children's backgrounds and cultures. They use this to create activities which reflect the variety of festivals children celebrate. n Children plan and problem solve. They use construction resources to build different structures and shapes. Children work together and exchange ideas. They develop team working and social skills, which will support them in their later lives. n Staff build positive partnerships with parents. Parents highlight that children are very safe at the club. For example, staff supervise children closely as they leave the club. Parents say that staff create a two-way flow of information. However, the manager acknowledges that there is scope to deepen the opportunity for parents to provide their views and ideas within the club. n Staff support younger children well. For instance, children experiment by creating a bundle of different coloured pencils, which they use to create

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need to do better?

patterns. Books are available for children who want to sit and read. Staff spend time sharing favourite stories with the very youngest children who attend the club and children have the opportunity to build on what they learn at school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff are secure in their safeguarding knowledge. They understand their duty to keep children safe. Staff can recognise the signs and symptoms which may cause them concern about the welfare of a child at the club. They are clear about the procedures to follow if they have concerns. Staff also know how to report any concerns about the conduct of other professionals. The manager carries out relevant checks on staff to ensure they are suitable to work with children. Staff carry out regular checks of the premises and quickly remove any hazards they identify.

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Setting details

Unique reference number EY482467 Local authority Wandsworth Inspection number 10233945 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 20 Number of children on roll 36 Name of registered person Balham Community Centre

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reference number

Telephone number 07517867744 Date of previous inspection 12 January 2017

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Information about this early years setting

Schools Out Club Meteor registered in 2014. The independently owned club is operated by Balham Community Centre out of Belleville Primary School. It provides breakfast and after-school care for children attending Belleville School. It operates from 7.30am to 9am and 3.15pm to 6.30pm, Monday to Friday, during school term time. The club employs four members of staff, including the manager. Of these, two hold relevant qualifications at level 2 and level 3. The manager holds qualified teacher status.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken this into account in their evaluation of the provider. n The manager showed the inspector the premises and explained to the inspector the activities and resources offered to children. n The inspector talked to children, staff and parents during the inspection. She took their views into account. n The inspector held a meeting with the manager and looked at relevant documentation. This included evidence of the suitability of staff. n The inspector observed children while engaged in activities, both inside and outdoors. She observed the interactions between staff and children.

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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

25 November 2022 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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