Dawn 'til Dusk OOSC Ltd

Dawn 'til Dusk OOSC Ltd

Unique reference number (URN): EY550637 Address: Holy Name Catholic Primary School, Otley Old Road, LEEDS, LS16 6NF Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2017 Registers: EYR, CCR, VCR Registered person: Dawn Til Dusk OOSC Ltd

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. Policies and procedures are in place that outline how concerns relating to children's welfare should be managed. Staff receive a range of training to help them to identify when children may be at risk of harm. However, despite staff recognising these risks, there are failings within the safeguarding reporting procedures. As a result, concerns relating to children's safety have not consistently been dealt with in an appropriate or timely manner. Not all incident records have been completed promptly and are, therefore, less accurate than they would have been at the time of the event. Additionally, further guidance and support from external partners has not been sought.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Children form positive relationships with staff. They respond to a range of instructions and have got to know the routines of the club well. For example, before getting ready to go outside, play leaders effectively gain the attention of all children and provide clear instructions, such as to put on their coats and line up at the door. Routines are structured and mostly follow the same pattern each day. This helps children, including those with special educational needs and/or disabilities, to know what is coming next.

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Behaviour, attitudes and establishing routines Expected standard

Any incidents of negative behaviour are dealt with appropriately by staff and parents are informed where necessary. Staff work with parents to support children's behaviour at home. Children show confidence while at the club. They confidently approach visitors and are confident to tell them about their day. Children are supported to get along with each other. For example, play leaders involve themselves in play to help children work together.

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Inclusion Expected standard

There is an effective key-person system in place for children attending reception. Staff quickly identify children who may require additional support within the club and take appropriate steps to meet their needs. They work closely with parents to ensure that any concerns are understood and addressed effectively. For example, they provide tailored support for parents and families who are new to the club. This helps children to settle in and understand the club routines. Staff also recognise when children may find certain parts of the day challenging. They put measures in place to help these children feel comfortable,

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Urgent improvement

supported and engaged during these periods. For example, staff have identified when children may require a small snack before having a light tea later in the session.

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Urgent improvement

Staff are proactive in providing information to parents to help them make referrals to external agencies and specialists. Staff have completed training to help them support specific groups of children. As a result, they put additional resources in place, such as picture cards, to help children who may need to visual representation of instructions.

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Children's welfare and wellbeing Needs attention

Leaders and staff have not consistently implemented their own safeguarding policies and procedures in relation to recording and reporting concerns. This does not promote children's welfare and wellbeing.

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Children's welfare and wellbeing Needs attention

Children benefit from opportunities to use tablet computers in the club and staff impose time limits. This helps children to learn the importance of setting boundaries on screen time. There are clear policies in place that outline rules regarding mobile phones and wearable devices for staff and children.

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Children's welfare and wellbeing Needs attention

The club follows consistent routines each session, helping children feel secure because they know what to expect. When staff plan changes, they give children, especially those with special educational needs and/or disabilities, plenty of notice. This helps them to navigate these changes. Children form strong bonds with staff and many children eagerly share stories about their school day. An effective key-person system supports these relationships, with particular focus on helping the youngest children settle in and providing extra support when needed. Children confidently manage aspects of their own self-care, such as washing their hands before meals. They do this without being prompted.

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Leadership and governance Urgent improvement

Failings in safeguarding procedures have resulted in breaches of the statutory safeguarding and welfare requirements. Despite these failings, leaders and managers are supportive of staff and are aware of their workloads. They complete regular supervisions and appraisals with all staff, including those who are new to the club.

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Leadership and governance Urgent improvement

Staff have a range of opportunities to complete additional online training. For example, staff attend training to learn how to support children with special educational needs and/or disabilities. This includes how to support children with autism. Leaders and managers regularly reflect on their provision to identify some areas for improvement. They engage with parents and children to gather feedback on what can be done better. For example, leaders have plans in place to develop the club's menus to ensure they provide suitable and nutritious food that children will enjoy. They are also identifying ways to further engage the oldest children in their final years at the club.

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Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

There have been failures in the safeguarding policies and procedures that have resulted in breaches of the statutory requirements. Not all concerns relating to children's safety and wellbeing have been reported to the appropriate agencies. This does not promote children's welfare. Despite these failings, children are happy and staff know how to keep children safe within the out-of-school club. They complete regular visual checks of the areas to ensure they remain safe to play in.

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What it's like to be a child at this setting

Children are happy on arrival at the out-of-school club and quickly get involved in the activities that are made available. They enjoy their time in the club. For example, children say that they enjoy joining in with their friends playing with the marble run. Children are supported to develop their social skills. Mealtimes are a sociable occasion during which children spend time discussing their interests with each other. Staff sit with them and join in these discussions.

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What it's like to be a child at this setting

Children with special educational needs and/or disabilities are well supported through the club's day-to-day routine, alongside additional support measures where necessary. Staff know all children well and encourage children to have a go at different activities. For example, despite some resistance, staff encourage children to play outside at the start of the session to get some fresh air as they recognise that children have been inside at school for the afternoon. Children enjoy this time outside and enjoy chalking on the ground and developing their climbing skills.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with the nominated individual, manager and play workers during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Holy Name Catholic Primary School Otley Old Road LEEDS LS16 6NF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Dawn Til Dusk OOSC Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday : 15:15 - 18:00,Friday : 15:15 - 17:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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