Trinity Alpha & Omega Clubs

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision does not meet requirements Children are not always protected because leaders do not always implement robust recruitment procedures to check new staff are suitable for their role. Nevertheless, children are happy to see staff when they collect them from school. Children learn to identify hazards and keep themselves safe during the walk to the club.

They behave well. They follow instructions and are respectful towards staff and each other. Children choose from a good range of age-appropriate resources.

They build friendships with children from different year groups when they engage in role play with dolls and team games. Children enjoy a healt...hy meal when they arrive at the club. They are encouraged to follow good hygiene routines, such as washing their hands before they eat.

Children freely access a large outdoor space and climbing equipment. They develop their physical skills as they climb, balance and pull themselves up. Children enjoy an inclusive environment where they are listened to, and their opinions are valued.

Staff talk to them about their friends, families and school day. Staff's praise and encouragement help children become confident, and they demonstrate healthy self-esteem. Their growing confidence means they are keen to have a go at new challenges, such as climbing across ropes and sliding down poles.

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

Leaders have developed a detailed recruitment policy and ensure DBS checks are carried out. However, they have not followed this policy to obtain references from previous employers. This does not give leader's a full picture of staff's suitability to fulfil the requirements of their roles.

Despite the weaknesses in recruitment, leaders and staff value the children and families who use the club. They ensure children enjoy a relaxed environment, where they can meet their friends and relax after a busy day at school. Parents greatly appreciate the service the club provides.

They say they have good relationships with staff, and their children love attending. Leaders are aware that parents do not receive enough information about the activities on offer to their children. They also recognise that they do not regularly seek feedback from parents.

This is in their plan for improvements in the club.Staff promote positive behaviour, gently reminding children of rules, such as taking turns and being kind. They encourage children to resolve disputes amicably.

Staff manage any unwanted behaviour well. They work closely with parents to support children who are struggling to manage their emotions and behaviour. This helps to provide consistency for children.

Staff talk to children about issues such as bullying. They encourage children to think about the impact this might have on them and how their actions might affect others.Children enjoy a broad range of resources.

They share their ideas during craft and construction activities. Children practise dancing with their friends using interactive resources. Younger children talk about their families and re-enact experiences from home during role play.

Leaders attend staff meetings and regularly share information to ensure staff are kept up to date with any changes. They complete supervision meetings with staff and provide opportunities for further training. Staff work very well as a team.

New staff have a mentor to help them. Leaders provide placements for adults with special educational needs and/or disabilities (SEND) to help them get back into the workplace. These staff say they feel they are supported well and greatly appreciate the opportunities the club provides and the relationships they build with staff and children.

Staff work closely with parents to support children with SEND. They adapt the environment to meet children's needs, such as providing quiet spaces to help children settle when they start in the club. Partnerships with the school are not fully successful.

For example, the school does not consistently share information about children who are not meeting their expected targets. This means staff cannot offer the best possible support to help those children catch up. However, if there are concerns about a child's safety, leaders share information with the school to keep children safe.

Safeguarding

The arrangements for safeguarding are not effective.Leaders do not always implement effective recruitment procedures in line with the club's policy to check that are all staff are suitable to work with children. This means children are not always protected.

Nevertheless, all staff have a secure knowledge of safeguarding and child protection issues. For example, they know the signs that might indicate a child is being exploited or abused. Staff know the procedures to follow if they have a concern about a child or an adult.

Leaders ensure that staff ratios are met. Staff are deployed effectively to ensure children are supervised both on the premises and when they are off site.

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 implement the club's safer recruitment policy effectively to ensure that all available background checks have been completed for new members of staff to check that they are suitable for their role.

31/05/2023