Aqueduct After Hours

Inclusion: Expected standard

Leaders generally demonstrate an inclusive approach. They identify children who may need additional support and work appropriately with external professionals to help reduce barriers to learning and wellbeing. Staff use assessment information, ongoing observations and discussions with families to adapt support for children with special educational needs and/or disabilities, children who speak English as an additional language and children facing other barriers to their development.

Leaders use additional funding thoughtfully to provide targeted support. This includes providing additional staff to support smaller group experiences and more targeted interactions. Staff adapt routines and teaching approaches to help children access the curriculum alongside their peers. Their strategies help children to build confidence, regulate their emotions and take part more successfully alongside their peers.

Leaders promote attendance, follow up on absences and work with families to encourage children to access their funded entitlement regularly. They are reflective and realistic about the needs within their community and are proactive in seeking additional support for families where needed. However, leaders do not yet monitor the impact of all adaptations and support strategies precisely enough to ensure approaches are as effective as possible for all children.

Curriculum and teaching: Expected standard

Leaders have designed a broad curriculum that generally supports children to develop knowledge and skills across the prime and specific areas of learning over time. Leaders have recently introduced changes to routines and the organisation of the day, including increased outdoor learning opportunities, to support children's engagement and wellbeing.

Staff use assessment information and ongoing observations to identify children's next steps and adapt experiences to reflect children's interests and individual needs, for example to support children who speak English as an additional language and children experiencing delays in their language development. Leaders and staff use a range of helpful strategies to support children's communication and language development, including using home languages, songs, rhymes, repetition, translation tools and targeted language interventions.

Staff's teaching is typically more effective during the child-directed play experiences where children are engaged, motivated and able to follow their own interests. Staff generally support children's thinking, communication and problem-solving appropriately through interactions and play experiences. However, the quality of teaching is not yet consistently effective across all parts of the day. At times, large-group activities and routines do not maintain the involvement of all children equally well. Staff planning during these routines is not precise enough to maximise the learning of each child, including those who face barriers to learning.

Achievement: Expected standard

Children generally make progress from their starting points across the areas of learning and development. Children with special educational needs and/or disabilities and children who speak English as an additional language are typically supported to take part alongside their peers and develop increasing confidence, communication and social skills. Children who initially struggle with emotional regulation or communication are beginning to engage more positively with adults, routines and other children.

Children generally develop the knowledge and skills they need for their next stages in learning. They join in enthusiastically with singing, dancing and storytelling activities and confidently share ideas during play and conversations. Children draw on their own experiences to develop imaginative play themes with their peers and increasingly communicate their thoughts clearly. However, opportunities to consistently maximise children's concentration, independence and engagement are not fully embedded throughout all parts of the day.

Behaviour, attitudes and establishing routines: Expected standard

Leaders generally establish clear expectations for behaviour, attitudes and routines. Staff provide clear guidance and reminders that help children understand expectations, routines and boundaries. Children respond well to reminders and understand what is expected of them during the day. Staff use praise and positive reinforcement appropriately to support children's emotional regulation, behaviour and participation. Children develop positive relationships with staff and their peers and play cooperatively together.

Children are typically motivated to learn, particularly during child-directed play experiences where they sustain play ideas, communicate with others and engage positively in activities. Staff support children who need additional help with emotional regulation and behaviour through adapted environments, targeted strategies and smaller group experiences. Leaders promote the importance of attendance and follow up on absences appropriately with families. They work with parents to encourage children to attend regularly and access their funded entitlement.

However, some routines and group activities do not consistently support children's engagement and involvement equally well. At times, children spend too long waiting during routines and opportunities for children to make choices, develop independence and maintain concentration are not fully maximised throughout the day.

Children's welfare and wellbeing: Expected standard

Leaders generally promote children's welfare and wellbeing appropriately, and staff understand children's individual care needs well. Staff work closely with families and other professionals to support children's emotional wellbeing, physical care and safety. Children with additional needs typically receive targeted support, and staff adapt routines and environments to help children feel secure and included.

Staff typically support children to develop healthy routines and positive habits. Leaders provide guidance for families about healthy lunch boxes, oral health, immunisations and healthy lifestyles. Staff reinforce these messages through daily routines, themed health initiatives and discussions with children and parents. Leaders have recently introduced a stronger focus on oral health in response to needs within the community. Children benefit from regular opportunities for fresh air and physical play through daily outdoor experiences and active learning opportunities.

Children are generally cared for in a calm and nurturing environment where positive relationships support their emotional wellbeing. Staff help children to settle, regulate emotions and develop a sense of belonging within the setting. However, opportunities for children to consistently develop independence within daily routines are not fully embedded. At times, staff complete tasks for children that they are capable of attempting for themselves. This does not consistently support children to develop confidence in their own abilities and support children to gain a positive attitude towards everyday tasks.

Leadership and governance: Expected standard

Leaders are reflective and generally demonstrate an accurate understanding of the setting's strengths and areas for development. They have recently introduced changes to routines and the organisation of the day, including increasing opportunities for outdoor learning. Leaders are open to feedback and identify areas for improvement realistically. However, monitoring and evaluation are not yet precise enough to consistently identify the impact changes to routines and teaching have on children's experiences and learning.

Leaders generally support staff wellbeing and workload appropriately. Staff describe working as part of a supportive team and value the guidance and supervision they receive. Leaders provide staff with regular training, inductions and ongoing professional development opportunities to help them understand their roles and responsibilities. Leaders work appropriately with external agencies and other professionals to support children and their families.

Leaders generally work positively with parents and the wider community. They use handovers, social media, displays and individual communication systems to share information with families. However, partnership working to support children's learning at home is not yet fully consistent for all parents. This reduces the continuity in some children's learning and development between home and the setting.