C.A.T.S club Holiday Playschemes

C.A.T.S club Holiday Playschemes

Unique reference number (URN): 2746827 Address: Horam Village Hall, Horam, Heathfield, TN21 0JE Type: Childcare on non-domestic premises Registered with Ofsted: 03/08/2023 Registers: EYR, CCR, VCR Registered person: Collingwood And Trafalgar School Club Committee

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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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Behaviour, attitudes and establishing routines Strong standard

Leaders have a clear and consistent approach to behaviour, attitudes and routines, which staff implement effectively across the setting. They establish simple, well-understood expectations that children follow confidently, supporting a calm and purposeful environment. Posters are visible around the setting, supporting children and adults to understand and reinforce shared expectations. Staff consistently refer to these throughout the day, which helps children feel secure and understand what is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

Staff build positive relationships with children, which underpin effective behaviour management. Children respond well to these trusting relationships and seek support from staff when needed. Staff use calm and respectful communication and model positive behaviour. This helps children regulate their emotions and actions. Children demonstrate positive attitudes to learning. They engage well in activities, particularly in creative experiences, and show curiosity and enthusiasm. They listen to instructions, cooperate with peers and remain focused for sustained periods. Staff encourage participation and adapt activities thoughtfully to ensure all children can access learning successfully.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote attendance by working closely with parents and carers, maintaining regular communication, and following up on absences. This helps ensure children attend regularly and benefit fully from the provision. Staff have an inclusive approach to behaviour and routines, ensuring all children can participate and that individual needs are supported. They adapt expectations, provide additional support, where needed, and use movement breaks and environmental adjustments to support regulation. As a result, all children feel included, behave well and contribute positively to the setting's calm and welcoming atmosphere.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing through clear policies, effective procedures and consistent oversight. They ensure that expectations for practice are understood by all staff and that procedures are followed confidently in practice. Leaders review incidents, risks and any as they arise, which supports timely responses and helps maintain a safe environment for all children. Staff actively promote children's welfare and wellbeing throughout the day. They provide calm, attentive care and respond quickly to children's emotional and physical needs. Children benefit from secure relationships with staff, who offer reassurance, comfort and consistent support. Staff follow clear procedures for accidents, medical needs and emergencies, ensuring children receive appropriate care and that parents and carers are informed promptly.

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Children's welfare and wellbeing Strong standard

Staff support children's wellbeing through structured routines and positive interactions. Mealtimes, transitions and daily activities are well organised, helping children feel safe and settled. Staff encourage independence while remaining close to support children's emotional regulation and confidence. They reinforce healthy practices, such as handwashing and healthy eating, contributing to children's overall wellbeing.

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Expected standard

Leaders and staff have an inclusive approach to welfare, ensuring all children's needs are recognised and met. They work closely with parents and external agencies, including social care, to provide coordinated support for children, who may be vulnerable or facing additional challenges. Staff adapt care and expectations sensitively for children with special educational needs and/or disabilities and those experiencing other barriers, ensuring they are fully included and supported. As a result, children feel safe, valued and well cared for, enabling them to thrive in the setting.

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Inclusion Strong standard

Leaders and staff prioritise inclusive practice and ensure that all children access a welcoming and supportive environment. Staff identify needs quickly through secure relationships with parents and carers. They gather detailed information on entry, and continually observe children during daily practice. They assess needs promptly and accurately, which allows them to reduce barriers to learning and participation at an early stage. Staff use approaches such as 'observe, watch, listen', alongside parental information, to build a secure understanding of each child and respond effectively to their individual needs.

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Inclusion Strong standard

Staff support children with special educational needs and/or disabilities (SEND) well, by adapting activities, environments and expectations so all children can take part successfully. They implement SEND support plans, which guide practice and strengthen targeted support. Staff make timely adjustments, including adapting group sizes and modifying resources to support engagement, regulation and access.

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Inclusion Strong standard

Leaders and staff support disadvantaged children effectively, including those accessing funded holiday provision, ensuring they receive access to food, enriching experiences and consistent routines. Staff share information regularly with parents and work collaboratively to support children's development and wellbeing. Staff work closely with external agencies, including children's social care, to ensure coordinated support for children who are known or previously known to these services. They follow agreed plans and maintain clear communication to promote safety and consistency. Staff also support children facing other barriers to learning and wellbeing through secure relationships, emotional support and flexible expectations. As a result, children feel included, valued and able to access all aspects of the provision successfully.

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Leadership and governance Expected standard

Leaders have a clear direction for the setting and maintain focus on inclusion, safety and children's wellbeing. They ensure that policies and procedures are understood by staff and applied consistently in daily practice. Leaders demonstrate a reflective approach, reviewing practice regularly and responding to emerging needs to maintain a safe and effective environment for children. Senior leaders with responsibility for governance have appropriate oversight of the setting's performance and ensure statutory requirements are met. They maintain communication with managers and staff and offer challenge and support where appropriate. Leaders value staff's wellbeing and aim to create a supportive team culture. Staff report that the team works collaboratively and that they support one another in daily practice. Staff's workload is thoughtfully considered and managed effectively.

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Leadership and governance Expected standard

Professional development opportunities are in place, and staff access guidance and support from leaders. However, training is not consistently aligned to the setting's identified priorities for improvement so that all staff receive targeted training that directly leads to enhanced outcomes for children. However, staff's knowledge and understanding is typically of high quality, meaning that support for children's wellbeing, behaviour, attitudes and those facing barriers, is highly effective.

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Leadership and governance Expected standard

Leaders maintain positive relationships with parents and carers and engage effectively with families to support children's needs. They work with external agencies to ensure coordinated support for children, particularly those with additional needs or vulnerabilities. As a result, families feel involved and supported, and children benefit from a consistent approach between home and the setting.

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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 feel happy, safe and secure as they attend this welcoming setting. They build trusting relationships with staff, who listen to them, respond to their needs and help them feel valued. Children confidently approach adults for help. Clear routines help children understand what will happen next, which strengthens their sense of security. Children develop positive social skills as they play and learn alongside their peers. They treat each other with kindness and respect, creating a friendly and inclusive environment. Older children often help younger ones, which strengthens relationships and builds a solid sense of community. Children join in with all aspects of the provision and feel that they belong.

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

Children enjoy a wide range of activities. They particularly enjoy creative experiences, where they explore their ideas and interests. They concentrate well, stay engaged and show motivation to learn. Staff adapt activities to meet children's individual needs, including those with special educational needs and/or disabilities, so that every child takes part and achieves well. Children build on their starting points, gain confidence and develop skills that prepare them for their next steps.

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

Children take responsibility during daily routines. They tidy away resources, make choices about their play and sit together at mealtimes, which encourages conversation and social interaction. Staff celebrate children's efforts and achievements, which helps children feel proud and valued. Children behave well and follow clear expectations, contributing to a calm and purposeful environment. They feel safe and know that staff will support them if they have worries. Children attend regularly, enjoy their time at the setting and thrive in an environment that values their individuality and supports them to succeed.

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Address:

Horam Village Hall Horam Heathfield TN21 0JE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Collingwood And Trafalgar School Club Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

Leaders should ensure that identified areas for improvement in provision and practice inform staff training and professional development incisively to have the most impact on children's outcomes.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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