TLE Active @ Catcott School

TLE Active @ Catcott School

Unique reference number (URN): 2750834 Address: Catcott Primary School, Manor Road, Catcott, Bridgwater, TA7 9HD Type: Childcare on non-domestic premises Registered with Ofsted: 19/10/2023 Registers: EYR, CCR, VCR Registered person: TLE Active Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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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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Inclusion Strong standard

Inclusion is a clear and embedded strength of the club. Leaders and staff know children well and understand their unique personalities, helping provide tailored care for each child. This means children, including, those who face barriers to their learning and/or wellbeing, have access to an inclusive environment. Staff use information they have gathered from parents before children start, to plan activities they know they will enjoy, helping them to settle quickly. Leaders implement effective strategies to monitor and track children's behaviour, helping to swiftly identify when children need additional support. For example, staff help children to engage in quieter activities when they become overwhelmed during larger group activities. Staff receive targeted training to support inclusive practice.

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Inclusion Strong standard

Leaders work closely with parents, the host school and a range of external professionals to ensure that support, including funding, is coordinated, responsive and effective. Staff regularly reflect on practice and make thoughtful and proportionate adaptations to the provision. These adjustments contribute to promoting children's independence and wellbeing. This ensures staff consistently meet their individual needs. Parents and teachers share recent support targets for children with leaders, demonstrating trusting, open and honest relationships. Subsequently, this provides continuity for children's development. Throughout the sessions, staff quickly respond to children's emerging needs, this helps children to feel safe, understood and valued.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate their familiarity with the familiar routines. They enter confidently, sit down ready for snack and then discuss the activity they are doing that afternoon. Staff are positive role models for children. They encourage manners and are readily available to listen and support children when needed. This helps children to feel valued and respected. Children express themselves freely and talk about their home experiences and families.

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Behaviour, attitudes and establishing routines Expected standard

Children work collaboratively together as they create and practise a dance routine. Older children support their younger peers, demonstrating their empathy and understanding of others. Children show kindness when holding doors open and demonstrate secure social skills.

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Behaviour, attitudes and establishing routines Expected standard

Children follow instructions well and understand what is being asked of them. Staff confidently share their knowledge of behavioural expectations. They know how to adapt these to suit the ages and needs of children, including those who face barriers to their learning and/or wellbeing. Staff do not clearly relay these expectations to all children from the start. Consequently, some children do not fully understand what is expected of them throughout the session. The club promotes punctuality and positive attendance. There are clear procedures in place to monitor children's attendance and staff recognise the importance of addressing any emerging gaps promptly.

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Children's welfare and wellbeing Expected standard

Children show they feel safe and secure at the club. They are curious, ask questions and relay their favourite things to do during their session. Children proudly share their medals and staff recognise their achievements. Children have secure relationships with staff and show confidence to ask for support when needed. Parents describe their positive partnerships with the club, relaying how staff 'take time to get to know families'. Staff respond to children's individual needs and routines, recognising when they need to be adapted. For example, staff check in with quieter children and ask about their day to help them settle. Children soon begin to join in with activities and chat to their peers. Staff do not always make the most of opportunities that arise to help children discuss and begin to fully understand how they feel. Subsequently, this impacts on their ability to be able to manage their emotions.

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Children's welfare and wellbeing Expected standard

Children enjoy healthy snacks with their peers and participate daily in several physical activities that promote awareness of healthy lifestyles. This supports children's physical health and wellbeing. Staff help children to learn about their own safety as they remind children to sit down while eating. Staff confidently discuss the systems in place to ensure that children are offered food appropriate to their individual and dietary needs.

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Leadership and governance Expected standard

Leaders demonstrate a secure oversight of the club. They recognise the club's strengths and take swift action to address areas requiring further development. For example, recent reflections and discussions with staff have led to a change in routines, creating smoother transitions for children. Leaders welcome regular feedback from parents, who report on the robust systems for sharing information and the detailed daily handovers. They comment that their children enjoy their time at the club and they deeply value what the club has to offer. Staff encourage children to share their thoughts and opinions on the activities, helping leaders to understand what children want, as well as showing children their opinions are valued. Leaders' self-evaluation has not yet identified that staff need further support to consistently communicate clear expectations and boundaries to children, and to make the most of opportunities to help children explore and understand their emotions. This means

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Leadership and governance Expected standard

some children are uncertain about what is expected of them and do not always receive the support they need to recognise and manage how they feel.

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Leadership and governance Expected standard

Staff discuss how leaders support their wellbeing. They feel valued, supported and appreciated. Leaders help staff to progress in their own professional development through regular observations, mentoring and shadowing. For example, through observing other staff and completing training they develop confidence in delivering new sessions to children. This ensures all children, including, those who face barriers to their learning and/or wellbeing, can access varied, new and exciting activities throughout their time at the club. Leaders make decisions based on the best interests of the children and families.

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Compulsory Childcare Register requirements

This setting has 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 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

Children arrive at the club happy. They eagerly place their belongings down and chat among their friends as they wait for everyone to arrive. Staff greet children warmly and ask them about their school day. Older children engage well with younger children, helping them to develop new friendships. Children confidently move through the setting and engage well with the activities on offer. They confidently share their favourite things to do at the club, including laser tag, dance and football. Leaders ensure a variety of enriching activities that help children develop and practise new skills. This supports children to try new things,

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Address:

Catcott Primary School Manor Road, Catcott Bridgwater TA7 9HD building on their confidence and self-esteem. Subsequently, children show keen motivation and positive attitudes when participating. For example, children work in small groups of mixed ages to create a dance routine. Furthermore, children listen and follow instructions well during a game of musical statues. Children are eager for staff to join them in activities and games of their choice, including 'guess the picture'. Staff are responsive and use positive language and praise effectively to promote children's emotional wellbeing.

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Address:

Leaders and staff carefully consider children's interests and individual personalities to ensure that there are plenty of opportunities for them to choose and fully engage with. Leaders deploy staff effectively to support children as needed and keep them safe. Children, including, those who face barriers to their learning and/or wellbeing, feel comfortable, safe and secure at the club. They display a deep sense of belonging.

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Next steps

Leaders should support staff to set clear expectations and boundaries for children. Leaders should help staff to further develop their interactions with children to help them gain more understanding of their emotions.

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About this inspection

The inspector spoke with leaders, staff and children during the inspection. Parents shared their views.

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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 development and care, known as the early years foundation stage. Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:30

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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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