Slaithwaite After School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision does not meet requirements Safeguarding arrangements to ensure that children are safe are not effective. Leaders do not make sure that staff who work with children have an adequate understanding of safeguarding. Leaders do not identify weaknesses in staff's safeguarding knowledge or practice.

Staff do not receive the support they need to improve their knowledge.Despite the serious weaknesses identified, children are settled and enjoy their time at the club. They show excitement when staff collect them from their schools.

Children receive good levels of support and reassurance from staff. They talk enthusiastically with staff about the activi...ties they want to do. Children quickly settle into the routines of the club and chat with their friends.

Staff encourage children to do things for themselves whenever possible to help promote their independence. Children make choices on the direction of their play and become engaged in their chosen activity. For example, older children enjoy playing a game of table top football and others choose to draw.

Children demonstrate good attitudes. They are respectful and say 'please' and 'thank you' to each other and staff. Staff praise children for listening and following instructions.

Children nominate each other for acts of kindness, and they receive a raffle ticket to go into a prize draw, which helps to support their emotional well-being.

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

The manager does not ensure that she keeps her safeguarding training up to date. This hinders her ability to know how to manage safeguarding concerns.

As a result, she is unable to fulfil all aspects of her designated safeguarding lead role effectively. This compromises children's safety. In addition, the deputy designated safeguarding lead cannot provide evidence of completing the required training.

Children behave very well. They respect the rules and boundaries which staff instil. Staff use gentle reminders and explanations to support children to follow rules.

They regularly discuss children's feelings and talk about the reasons they are feeling the way they are. This supports children to learn how to regulate their emotions and feelings.Staff and leaders consider inclusion and diversity for all children.

For example, staff embrace celebrations, such as Pride and the festival of Eid. Staff encourage children to bring in items and photos to give clear explanations of their own cultural backgrounds. This helps to provide children with a deeper understanding of the world around them.

Staff plan a range of activities to help children develop their fine-motor skills. For instance, children use tools, such as scissors and sewing materials, to make bookmarks and puppets. They show an interest in the wide range of art and craft activities on offer.

Parents describe how their children look forward to attending the club. They also comment on the good communication which is shared between the school and club's staff. This assures parents that their children's individual needs are well understood.

Children enjoy a range of healthy foods and have access to fresh fruit for snacks. Mealtimes are a sociable occasion as children sit and chat to their friends. Staff obtain information about children's special dietary requirements, preferences and food allergies, and ensure that these are adhered to.

Staff understand the importance of providing opportunities for children to have fresh air and to be physically active. Children have access to a large playground where they can run and play football. Staff understand that children need time to unwind after a day at school, and engage in fun games, such as board games, with them.

Managers have put in place a staff performance management system. For example, staff regularly reflect on activities and attend staff meetings. However, these existing arrangements are not always effective and result in inconsistencies among the staff team.

This results in weaknesses in staff's practice not being identified. Consequently, staff do not receive the mentoring, coaching and support which they need to improve their interactions with children or develop their skills and knowledge.

Safeguarding

The arrangements for safeguarding are not effective.

Leaders have not ensured that staff have sufficient knowledge to identify and take action should a safeguarding concern arise. Although staff can identify some of the signs that children might be at risk of harm, they do not all have a secure understanding of all safeguarding concerns. Not all staff understand how to recognise symptoms of abuse, such as the 'Prevent' duty.

Staff hold appropriate paediatric first-aid certificates to ensure that they can attend appropriately to a first-aid incident. Staff deploy themselves appropriately to make sure that children are supervised at all times during their play.

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 take action to ensure that the designated safeguarding lead attends child protection training and keeps their knowledge up to date 20/07/2023 ensure that all staff have an up-to-date knowledge of a range of safeguarding issues, such as the 'Prevent' duty 20/07/2023 make sure that all required documentation is available for inspection, including designated safeguarding lead training certificates 20/07/2023 ensure that existing arrangements for supervision sessions monitor staff's practice and provide coaching to develop their effectiveness.

20/07/2023

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