4 Community Trust Hurst Road

Inclusion: Strong standard

Leaders have an in-depth understanding of the children and families who use the club. They are diligent in identifying the barriers children may face and precisely consider what each child needs to be fully included. Leaders work closely with families, schools and other professionals to build a detailed picture of children's needs before they attend. They carefully consider when one-to-one support is needed while ensuring that this does not limit children's independence. Staff are trained in how to use play resources and activities purposefully to help children who face barriers to their emotional wellbeing explore their emotions, relationships and experiences. Leaders ensure that play is used sensitively to help children make sense of difficult feelings or changes in their lives.

Leaders are particularly ambitious in how they use and seek funding to overcome disadvantage. They actively research funding opportunities and consider what children may not otherwise have the chance to experience, both at the club and within their local community. Funding has enhanced the outdoor provision. This includes the creation of different zones where children can be active, explore and find quieter spaces that support their emotional wellbeing. Leaders have accessed funding to enable families to access experiences during school holidays, such as visits to a zoo, without cost being a barrier. This deeply embedded commitment to inclusion extends beyond children's attendance at the club and provides children and families with opportunities they may not otherwise have.

Leaders provide parents and carers with free access to a wide range of training and resources to help them understand and support the barriers their children may encounter. This includes specific support for families of children with special educational needs and/or disabilities, such as supporting children with big emotions. Leaders use their knowledge of individual families to signpost parents to the most relevant support when difficulties arise. Leaders' actions strengthen the support that children receive beyond the club.

Behaviour, attitudes and establishing routines: Expected standard

Leaders generally establish clear expectations for children's behaviour and routines. Children form positive relationships with staff and each other. They play cooperatively, confidently make choices and invite others into their play. Staff skilfully adapt their responses for children who face barriers to their wellbeing.

Children have a genuine say in the club. They help to agree rules and understand expectations, such as listening to others, sharing resources and tidying away. Staff consider individual needs when supporting behaviour, and understand that some children who face barriers need different approaches to help them manage their emotions and participate successfully. While routines are generally understood, staff expectations are not always fully reinforced. This is mostly evident at mealtimes, where children do not always receive clear messages about the routines and behaviours expected of them.

Staff engage successfully with children and help them remain interested and excited about the resources and experiences available to them. They join children's play sensitively, talk with them about their ideas and help them to develop these further without taking over. Children confidently choose what they want to do, sustain their play and invite others to join them.

Leaders follow up absences with families and look for any emerging patterns, including when families access funded places.

Children's welfare and wellbeing: Expected standard

Leaders generally provide effective arrangements to support children's welfare and wellbeing. Staff build close and trusting relationships with children. They know children well, notice changes in their emotions and provide reassurance and support when needed. This helps children to feel safe and secure.

Leaders consider children's physical and emotional wellbeing when organising the provision. Staff provide plenty of opportunities for children to be active and make effective use of the outdoor environment. They also provide quieter spaces, including a sensory cabin, where children can relax and process their emotions. Staff understand the individual needs of children who face barriers to their wellbeing and precisely tailor the care and support they provide.

Leaders provide children with nutritious food, including produce grown at the club. They make sure that drinking water is readily available. Staff supervise children carefully while they eat, and encourage healthy choices. However, established hygiene routines are not consistently embedded in daily practice. In particular, staff do not always reinforce the expectations around handwashing routines. As a result, children do not consistently develop an understanding of healthy hygiene practices and how these help to minimise the spread of germs.

Leadership and governance: Expected standard

Leaders have a clear understanding of the club and are proactive in identifying where they can make improvements. They have recently strengthened the management of systems and procedures. Leaders have also reviewed how the day is organised and how staff are deployed. These changes have contributed to a reduction in behaviour incidents and accidents. Leaders continue to consider how they can develop the club further. Their ongoing development of the outdoor provision focuses on giving children greater choice, responsibility and opportunities to direct their own play.

Leaders invest in staff and make effective use of their individual skills and expertise. They provide regular supervision and identify training that helps staff develop their practice. Staff benefit from support to gain further qualifications. Leaders also consider staff wellbeing and workload. For example, they have introduced online systems and provide additional planning time to make routine tasks more manageable.

Leaders establish close partnerships with parents and carers and the wider community. They provide families with free access to online training and resources, including support with online safety and children's additional needs. Leaders also work with schools and the local authority to provide continuity for children and identify additional support and opportunities for families.