Meersbrook Park After School Club

Inspection of Meersbrook Park After School Club The Pavillion, Meersbrook Park Road, Sheffield S8 9FP

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Met

Previous inspection Not Met (enforcement)

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This provision meets requirements

Children are happy and ready to engage at this welcoming after-school club. They show how they feel safe as they greet their friends, visitors and staff warmly on arrival. Children approach staff for comfort and to have their needs met. They show how they know the routine as they wash their hands and sit down at the table to enjoy a healthy snack. Children wait patiently for their friends to finish before they leave the table. They are happy and beaming with confidence in this club.

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This provision meets requirements

Children's behaviour is good. Older children support younger children when they come into the setting to hang their coats up and place their book bags in tubs. Children ask their friends to join in play as they make space for them to sit at the table. All children are kind and caring towards each other. They are respectful of their friends and staff. Children build meaningful relationships.

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This provision meets requirements

Children quickly engage in play of their choice. Staff teach children how to use hula hoops. They laugh as they learn how their body moves. Children persevere until they learn the skill. Staff engage in children's play, talking about real life situations. They create scenarios as children engage in role play with dolls. They are appropriately placed to engage in children's play. This allows children to take risks and engage in their interests in a safe environment. Children work together as they engage in parachute play. They develop social skills and coordination.

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need to do better?

n Children's views are used to develop the after-school club's behaviour management. Children gather to share their thoughts, ideas and influence decision making. They create snack time rules. Children take ownership of their play and education with adult guidance. They follow rules and remind their friends 'no running inside'. Children talk about the reward system. Children are listened to. n Staff engage children well in interesting activities. When children choose their favourite activity staff engage and support their learning. For instance, children create artwork using small beads. Staff encourage children to sort beads into colour. They count with children as they place beads and make patterns. Staff complement what children are learning at school. Children develop their small- muscle skills and hand-eye coordination. n Children are encouraged to develop their imagination as they play with toy

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need to do better?

robots and spaceships. Staff teach children how to manipulate robot transformers. Children twist and turn moving parts to create different robots. Children are deeply engaged. n Staff teach children how to play table football. They teach them about strategies

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need to do better?

5 September 2025 and talk about their quick reflexes. Children excitedly cheer when they score. Staff encourage them to count, talking about more and less. This helps children to practise the mathematical skills they are learning in school. n Children have opportunities to further their independence. Staff encourage them to meet their own personal care needs. All children routinely wash their hands before snack times. Staff stand outside the bathroom door, providing verbal support when needed. Children take responsibility for their own belongings. They tidy-up toys when an activity is finished. This enables children to secure their existing skills. n Staff encourage children to be creative. They support children's drawing skills by helping them to create separate drawings of heads and body parts on separate pieces of paper. Children then mix the drawings up to create funny pictures. Children laugh with their friends as they talk about their drawings, learning is

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need to do better?

fun. n The manager has worked hard to make improvements to the setting. There are robust recruitment and induction procedures in place to help to ensure that staff are suitable to work with children. Staff complete mandatory training, such as paediatric first aid, and safeguarding. They say that they find their role 'rewarding' and enjoy working at the club. n The manager is developing relationships with the schools that children also attend. Staff speak to the special educational needs coordinator in school to gain information about children's individual needs. This helps to ensure that children with special educational needs and/or disabilities are fully supported in the setting. The manager and staff liaise with teachers during collection to continue to support children's care and education. This provides staff with information on how children's days have been in school.

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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 300821 Local authority Sheffield Inspection number 10378302 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 42 Number of children on roll 106

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Name of registered person

Meersbrook Park After School Club Committee

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reference number

Telephone number 07462 783181 Date of previous inspection 5 November 2024

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Information about this early years setting

Meersbrook Park After School Club registered in 1995. The club employs nine members of childcare staff. Of these, three hold appropriate early years qualifications at level 2, three at level 3 and one has qualified teacher status. The club opens Monday to Friday, term time only. Sessions are from 7.30am to 8.30am and from 3pm to 6pm. A holiday playscheme also runs during the first two weeks of the summer holidays.

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Inspection activities

n The inspector observed the interactions between staff and the children. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Children spoke to the inspector during the inspection. n Parents shared their views of the setting and staff with the inspector. n The manager spoke to the inspector about children's learning and development. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the after-school.

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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 September 2025 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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