Happy Times After School Club Ltd

Inspection of Happy Times After School Club Ltd Alfred Sutton Primary School, Wokingham Road, Reading RG6 1JR

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This provision meets requirements

The kind and friendly staff take the time to get to know all children who attend the club. Many of the staff, including the manager, work in the host school. This helps to further strengthen their trusted relationships with children. From the beginning, staff work closely with parents and children's class teachers to gather comprehensive information about children's care needs. This helps them to keep up to date with any changes in children's care. Staff engage positively in conversations with children around their interests and what they are currently learning about at school. They organise the environment and activities based on the interests and preferences children share with them. This helps children's enjoyment and engagement at the club.

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This provision meets requirements

The manager and staff continue to share the school values at the club. They support children to enhance their qualities of resilience, respect, compassion and responsibility. The staff team demonstrate these values in abundance and children readily follow the great example set by them. Children settle very well and confidently follow the well-established routines. For example, older children show high levels of consideration towards the younger ones. They share books with children who are new to the club and appear a little anxious. Children's well-being is given a high priority. They feel safe and comfortable at this well-organised, inviting and nurturing setting.

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need to do better?

n Children say they love to attend the club and wish they could come every day. They talk about the activities they enjoy the most, such as drawing, making models and playing with friends from different year groups from the host school. Staff provide children with lots of choices throughout the afternoon. For instance, children choose from a selection of healthy fillings for their wraps at mealtimes. This supports children's decision-making skills well. n The manager and staff provide children with a variety of well-balanced food, which children thoroughly enjoy. Children know that they need to wash their hands thoroughly before mealtimes. They say that they need to use soap and 'rub it in between their fingers'. Children of all ages wait patiently for their turn to choose what they would like to eat. Staff talk to children about the benefits of choosing healthier food options. This helps to promote children's healthy

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need to do better?

lifestyles, as well as developing their social skills. n Children behave well. Staff give very occasional reminders to them about the rules and boundaries, which are clearly embedded. For example, children show good manners, know how to share toys and patiently wait for their turn when playing board games with their friends. Staff are quick to praise children's

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need to do better?

15 July 2024 impressive behaviour and achievements. This makes children smile and feel proud of themselves. n Children access a range of activities with confidence and commitment. Staff include children's preferences as part of the many options. For instance, children use their imaginations and resources of choice to create their works of art. Staff show great interest in children's work and ask them to explain the processes they use. Children readily show staff the methods they use, such as how they make strong knots from string. This helps to develop children's logical thinking as they demonstrate and talk through each step. n The manager and staff give children ample opportunities to be active in the fresh air. Children make up their own games with resources available to them, such as large hoops, beanbags and balls. Staff support children to persevere at tasks that they may initially find difficult, such as rolling hoops across the

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need to do better?

playground. In this way, children know that if they concentrate and continue to practise, they will eventually master the required skills. n The capable and experienced manager is passionate about providing the highest quality of care for children. She highlights the successes and celebrates these with her staff. The manager understands the importance of closely identifying areas of development to continually drive improvement. She is currently in the early stages of pinpointing what these are and plans to involve children, staff and parents collectively to share their suggestions on ways to raise the quality of the provision even more. n Parents are extremely complimentary of the care their children receive at the club. They praise the manager and staff, particularly for their personalised approach towards their children's emotional well-being. The manager gives parents detailed feedback about their children's time at the club, on collection.

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need to do better?

This includes relaying any messages for them from school in a timely manner. Children delight in sharing their experiences at the club with their family members on collection.

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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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Setting details

Unique reference number 2682817 Local authority Reading Inspection number 10355381 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 40 Number of children on roll 35 Name of registered person Happy Times After School Club Ltd

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reference number

Telephone number 07979790846 Date of previous inspection Not applicable

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Information about this early years setting

Happy Times After School Club Ltd registered in 2022. The club is located at Alfred Sutton Primary School, in Reading, Berkshire. It operates before school, from 7.30am to 8.45am and after school, from 3.10pm to 6pm, term time only. There are five members of staff employed at the club. Of these two hold relevant childcare qualifications from level 2 to level 5.

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Inspection activities

n This was the first routine inspection the club received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager 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 with the manager. n Children, parents and staff spoke to the inspector at appropriate times during the inspection. n The manager carried out a joint observation of a group activity with the inspector. n The inspector observed the interactions between staff and children. n The manager provided the inspector with a sample of key documentation on request.

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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

15 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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