AllKidsCan @ Fossdene Primary School

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision does not meet requirements Leaders' safeguarding arrangements are ineffective.

Staff do not have a secure knowledge of the procedures to follow to report concerns about children's welfare, allegations and whistle-blowing. Risk assessment of the premises is not effective to promote children's continued safety. For example, staff do not ensure that the bins are in a safe place where children are not able to access them.

This compromises children's safety. Despite this, children are friendly, happy and settled. Staff are kind and warm towards them.

Staff join in with children and provide plenty of encouragement and attention. Children ...enjoy being with each other. Older children participate eagerly.

They show a strong sense of belonging at the club.Staff support children's behaviour well. They explain the rules of the games and remind children of the club's rules.

This helps children to understand what is expected. Children listen well to staff and to each other. Staff help children to understand what is going to happen now and next.

This helps children to feel assured and confident. Lunchtimes and snack times are social times for children as they chat, laugh and giggle with each other.

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

Staff do not have a clear understanding of the safeguarding policy and procedures in the club.

They are not sure about the reporting procedure to follow beyond the organisation if they have a concern about a child's welfare and an allegation against a member of staff. This does not ensure children's safety.The whistle-blowing policy and procedure is also not clear.

This does not support staff's knowledge and understanding of the correct procedure to follow to raise concerns or allegations. For example, staff do not know who to speak to if if they are concerned about other staff. This means that their concerns are not quickly and effectively addressed.

This does not align with the local safeguarding partnership's procedure.Staff attend training and are supported through coaching and supervision sessions with senior staff. However, the systems to monitor and support staff to fully understand and strengthen their knowledge of safeguarding are not effective.

As a result, staff are not clear about their roles and responsibilities to fully promote children's safety.Although staff complete risk assessment, this is not robust enough to ensure children's continued safety and welfare. They do not identify all hazards and risks to children.

For example, there are large bins in the area where children play, one of which is open for the entire day. Children go around and between the bins to collect items, such as balls. This puts children at risk of exposure to harmful content.

Hence, children's safety is not fully prioritised.Leaders ensure that children on the early years register have a key person. However, they do not make sure that staff have the relevant qualification for working with this age group of children, as not all of the children are yet at school.

Staff provides a range of games and activities inside and outside. Children spend most of the day outside playing. Staff interact very well with children.

However, staff do not ensure that whole-group activities are tailored to the interests of the younger children. This does not ensure that younger children are fully supported to enjoy their experiences.Staff demonstrate how to play some games, so children understand.

Older children concentrate well and remain immersed in games, such as dodgeball. Staff guide children well. They offer praise, which helps to build children's confidence and support their behaviour.

Younger children are independent and confidently say when they need the toilet. Staff remind them to wash their hands. They provide information for parents and carers to ensure children's lunchboxes are healthy.

Children feel part of the club. Staff promote a culture where staff listen to the children, and encourage children to listen to each other. Staff attend training to support them in understanding how to support children's behaviour, which they do well.

Parents say staff keep them well informed about their child's day. They value the regular updates. Parents complete an application when they apply for their children's places.

Staff ask parents for various information about their children to help support their needs. For example, they find out about children's health needs, and whether they have any additional or special educational needs and/or disabilities. This helps staff to plan appropriate support for children.

Safeguarding

The arrangements for safeguarding are not effective.There is not an open and positive culture around safeguarding that puts children's interests first.

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 ensure that staff have a thorough knowledge and understanding of the safeguarding policy and procedures, in particular the reporting procedure to follow for allegations, whistle-blowing and concerns about a child's welfare beyond that of the organisation 26/09/2025 review the whistle-blowing policy and procedures to follow to ensure that they are clear and inline with local safeguarding partnership's advice 26/09/2025 embed suitable supervision arrangements to further support staff to understand their roles and responsibilities 26/09/2025 make sure that risk assessments are thoroughly completed to minimise and remove all possible risk to children's health and safety 26/09/2025 ensure that staff working with children who are not yet in Reception class are appropriately qualified.

26/09/2025

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