C.A.T.S Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision does not meet requirements Children's safety is compromised. Not all staff have a sufficient knowledge of child protection.

In addition to this, staff's understanding of risk assessment is poor. As such, hazards are not always identified or minimised. Although the manager does have some systems in place to support staff, they are ineffective.

Gaps in staff's knowledge are not accurately identified. Despite this, children arrive happy and are excited to see their friends. They receive a warm welcome from staff.

Children quickly become engaged in various activities that staff carefully set up, incorporating children's individual inter...ests. Staff consider the varied age range of children attending and adapt play and activities to be inclusive to all. Children particularly enjoy independently accessing games with friends.

For example, they enthusiastically set up and play board games. They play collaboratively with friends, taking turns and listening to each other's ideas. Children listen to staff and follow instructions.

They understand the routine of the club and behave well.Staff have clear expectations of the children and support them in their play. They make good use of opportunities to communicate with children.

Staff encourage them to answer questions, giving them time to pause, think and respond. Children receive encouragement to talk about what they have been learning in school as well as their interests. Staff use this to support and extend children's learning.

For example, staff support children to practise their cutting skills, supporting them to hold the scissors correctly. Children are proud of their achievements, seeking out staff who share their enthusiasm. This helps children to feel valued and builds positive bonds between staff and children.

What does the early years setting do well and what does it need to do better?

The lead person responsible for safeguarding, who is also the manager, demonstrates a secure knowledge of how to keep children safe. However, not all staff know what to do in the event they are concerned about a child, or a colleague's behaviour. This compromises children's safety.

The manager carries out staff supervision sessions. However, these are not effective. The manager has not identified gaps in staff's knowledge, for instance, in relation to child protection and understanding of risk assessment.

New staff have access to policies to read and training to complete. However, the manager does not check that this newly learned information has been understood by these staff. This means staff cannot fulfil their roles and responsibilities, and do not receive targeted coaching to improve their own effectiveness.

Staff demonstrate some understanding of assessing risk. For example, they know to remove any broken toys or ensure safety catches are locked on kitchen cupboards. However, risk assessment is ineffective.

Hazards in the outdoor area have not been identified. For example, loose, sharp metal on the exterior of the building is exposed to children. In addition, edging on wooden digging areas is broken and splintered, and a fallen metal umbrella stand sticks up in the air, as children run and play next to it.

Some areas are unkempt, such as the mud kitchen space. It is littered with other resources and stagnant rainwater left in exposed play trays. This presents a risk to children's safety.

Staff do not adequately assess the suitability of the outdoor area or put in place procedures to minimise risks.Children's behaviour is good. Staff have a fair and consistent approach to behaviour management.

The children talk about the rules they have created together and understand the reasons for these. For example, children talk about how they must not run inside, so they do not hurt themselves. This helps children understand how to keep themselves safe.

Older children kindly support younger children to complete some tasks they are finding more difficult. Staff support younger children with minor disputes well. They help them to understand their own emotions through thoughtful discussions.

This consistent approach means children know what is expected of them, as well as encouraging all children to be respectful of each other.Staff interact with children positively. They are sensitive to children's needs including those with special educational needs and/or disabilities (SEND).

The special educational needs coordinator has good knowledge of how to support children with SEND. They understand the importance of working in partnership with other professionals, schools, and parents. This ensures all children's individual needs are met.

Children enjoy their healthy snacks and meals at the club. Staff understand the importance of providing a well-balanced, healthy diet. Children's independence is promoted as they independently wash their hands and self-select their own snack.

The manager demonstrates a reflective and positive attitude to making improvements. She takes prompt and necessary action when significant events occur. For example, the manager had recently reviewed their procedures and practice to ensure children are always well supervised.

Safeguarding

The arrangements for safeguarding are not effective.Weaknesses in leadership and management mean that children's safety is not assured. Some staff do not have sufficient child protection knowledge.

These staff are not able to identify potential signs that may indicate a child is at risk from harm. Some staff have no knowledge of local safeguarding partnership arrangements. This means staff do not know where to report concerns about children or in the event of a concern about a colleague's behaviour.

Additionally, some staff do not have sufficient knowledge of other safeguarding contexts, such as county lines and radicalisation. This has an impact on staff's ability to keep children safe. However, staff do encourage children to keep themselves safe, including when online.

Children are well supervised during the club, including at mealtimes. The manager has robust recruitment procedures in place and carries out appropriate checks to confirm staff's suitability.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure all staff receive safeguarding training, including how to identify and respond to concerns about a child or about a colleague's behaviour, in line with local safeguarding partnership guidance and procedures 07/11/2023 develop staff training, support and mentoring to ensure staff have a clear understanding of their roles and responsibilities and receive appropriate support to develop their individual knowledge and skills 07/11/2023 implement a rigorous system for risk assessment to identify, remove or minimise all risks and hazards to children's and staff's health and safety, specifically in the outdoor environment.

07/11/2023