Castle Early Years

Inclusion: Strong standard

Leaders have created an open and welcoming environment for all children, where inclusive practice sits at the centre of their provision. A robust settling-in process ensures leaders gather important information about children's individual needs, backgrounds and any barriers that may affect their participation. For example, children with special educational needs and/or disabilities are invited to several sessions before they start, so that adaptations can be considered and implemented to meet their needs.

Leaders collaborate with parents, professionals and local schools to understand the strategies that children with special educational needs and/or disabilities already use, and they carefully adapt these within the club. This means that children benefit from familiar support from the beginning, helping them to settle into routines and take part fully in activities. For example, activities and resources are thoughtfully provided to support the individual needs of the children.

Staff have a secure understanding of each child's interests and needs. Leaders increase staffing ratios to provide children with enhanced interactions, targeted support and high-quality supervision. This ensures that children feel safe, valued and fully included. For example, all children participate in group activities with the other children, while being supported by their one-to-one worker. Children are fully included, develop positive relationships and enjoy meaningful experiences at the club.

Behaviour, attitudes and establishing routines: Expected standard

Staff have clear expectations for children at the club. They remind children about these expectations during welcome time. For example, children enthusiastically raise their hand to share the club rules. Staff implement a consistent routine that helps children know what is happening and when. This helps children to feel safe and secure. Children demonstrate positive attitudes and generally follow instructions, listen to adults and respond appropriately to reminders. They are kind and respectful towards one another and develop friendships across different age groups.

Positive relationships between staff and children help children to settle quickly and contribute to a welcoming atmosphere. Staff provide praise and encouragement to reinforce positive behaviour and support children's confidence and self-esteem. Children who feel overwhelmed use a card system, to signal to staff that they need time to regulate.

Leaders promote the importance of attendance and have effective systems in place to monitor children's arrival and follow up on absences where necessary. This contributes to children's safety and wellbeing. Staff know children well and take account of their individual needs, ages and stages of development when supporting behaviour and participation. They make appropriate adjustments for children who may need additional support to engage positively in club routines and activities. For example, children with special educational needs and/or disabilities, and/or barriers to learning, beam with delight as they participate in a group sports session.

Children's welfare and wellbeing: Expected standard

Children learn about healthy eating choices through the government-funded Holiday Activity and Food programme. They excitedly participate in making pizza and trying new foods, such as melon. Most children are happy to try, even if they do not like it. Children develop a sense of pride as they proudly consume their pizza at lunchtime. Staff generally keep children safe. However, on occasions, they do not always notice potential risk, especially in relation to younger children. When noticed, leaders assess risks and take appropriate action.

Younger children are assigned key persons, who they build a secure relationship with. This enables them to settle quickly and feel part of the club. Relationships between staff and children are warm and caring. Staff know the children well and recognise when reassurance or a cuddle is needed. This supports their emotional wellbeing and self-esteem.

Leaders provide a range of activities and regularly seek children's views. However, younger children are occasionally overlooked, which means that activities do not fully support their needs. For example, younger children become disengaged when waiting during cooking activities.

Staff promote manners and social skills at mealtimes, as children excitedly share their holiday experiences. Safer eating and allergy guidelines are securely followed for all children.

Leadership and governance: Expected standard

Leaders have a clear understanding of the strengths of the provision and are committed to inclusion. This ensures that children with special educational needs and/or disabilities are welcomed and supported to participate fully in this club. Leaders work closely with families, school staff and external professionals to understand children's needs and make appropriate adjustments. This has enabled children who may experience barriers in other settings, to thrive within the club.

Leaders value staff wellbeing and workload. They are flexible when considering different working patterns and hold daily updates to ensure that all staff are aware of the children's needs. Safer recruitment and induction processes are followed. Staff understand their statutory responsibilities and have the knowledge needed to help keep children safe. However, leaders must ensure that all staff are fully updated and have a robust knowledge linked to safeguarding contact information.

Parents and carers speak highly of the club and value the positive experiences they offer all children. They value the flexibility and care offered in supporting different family circumstances. Parents appreciate that staff are approachable and available to discuss any questions or share information about their child. They report that their children look forward to attending the club. They feel that staff create a warm and nurturing environment for all children to achieve.