A1 Fun Club

Inspection of A1 Fun Club Foley House, Newmarket, Suffolk CB8 0HY

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Staff work with parents to provide children with supportive, personalised transitions into the setting. This helps children to settle quickly when they first start. Children form close trusting relationships with their key person. Staff provide opportunities across the day for all children to play together. This encourages older children to nurture and care for the younger ones. It helps the younger children to build their confidence and develop their social skills. Staff offer a flexible routine which helps the children understand what is next. Children are happy and have fun. Staff interact positively with children. They join in children's games enthusiastically.

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The provision is good

Staff keep children safe and secure in the setting. They carry out ongoing risk assessments and continually supervise the children. Staff support all children to become independent with their self-care. They support babies to feed themselves and toddlers spread their own toast. Children develop confidence in their own abilities. Staff support children to behave positively. They encourage children to share with each other. Staff model positive attitudes to learning. They plan learning with children's interests in mind. This keeps children engaged in their learning. Children from a variety of backgrounds receive the support they need to make good progress with their learning and development.

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need to do better?

n Staff teach children how to brush their teeth. They share information with parents about the importance of oral health. Leaders have changed the foods that children eat at snack time to help care for children's teeth. Staff encourage children to wash their hands independently. They keep children safe when they are sleeping. Staff support children with transitions to school. They help them develop the skills they need to be independent at school. For example, they practise getting ready for physical education. n Children make good progress with their physical skills. In the baby room children roll and squeeze play dough. Outside children enjoy using ride-on toys. They balance on beams and play hide and seek with staff. Staff help children to develop their manipulative skills by providing a range of creative activities such as collages and painting. Staff in the toddler room extend children's understanding of shape and colour as they play with construction toys.

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need to do better?

n There is good support for children's communication and language. In the baby room, staff teach children new words and use signs to reinforce these. Children learn about what lives under the sea and enjoy learning to say 'turtle' and 'penguin'. At story time staff help children to identify how characters in a book are feeling. Children begin to share how they are feeling with each other using words such as 'frustrated'. n Children enjoy learning about the world around them as they grow strawberries

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need to do better?

4 July 2024 and look after them. They get thoroughly engaged in their learning and play. However, group times can be noisy, and staff do not always take opportunities to remind children of the rules and expectations for their behaviour. This means that quieter children do not always get the chance to have their voices heard. n Staff carry out thorough assessments of children's learning and development. They quickly identify when children require further support. Staff work with other professionals to put individual plans in place to support children. Children with special educational needs and/or disabilities make good progress with their development. n Staff develop positive relationships with parents. Parents appreciate the thoughtful approach to settling children into the setting when they start. They comment on the support their children have received to make the transition to school. Parents also state that they are confident to approach staff for any other

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need to do better?

advice and help they may need. n Leaders induct new staff into the setting thoroughly. They support staff to continually access training, which helps them to develop their knowledge and skills. Leaders have evaluated the effectiveness of their setting and developed a comprehensive action plan to further improve aspects of the provision. For example, they are working with staff to provide further support for their well- being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to manage children's behaviour at group times effectively so that all children have the opportunity to participate.

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Setting details

Unique reference number EY496061 Local authority Suffolk Inspection number 10344329 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 Full day care

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inspection

Total number of places 45 Number of children on roll 50 Name of registered person A1 Fun Club Ltd

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reference number

Telephone number 01638 609001 Date of previous inspection 6 September 2018

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Information about this early years setting

A1 Fun Club registered in 2015. The setting operates for 51 weeks of the year, Monday to Friday from 6.30am until 6pm. The setting employs 12 members of childcare staff. Of these, eight hold relevant early years qualifications between level 3 and level 5. The setting provides early education funded places for two-, three- and four-year-old children.

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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 provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out joint observations of group activities with the manager. n Parents and grandparents shared their views of the setting with the inspector.

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Inspection activities

n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

4 July 2024 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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