Fun Fest North Richmond

Inclusion: Strong standard

Leaders and staff place inclusion at the centre of the holiday club. They create an environment where every child is recognised, valued and supported. Children's individual needs are identified promptly through detailed registration information. Staff know children, including those with special educational needs and/or disabilities (SEND), well and form trusting relationships with them. This enables children to confidently express their thoughts and feelings through daily routines.

Children with SEND benefit from well-established, highly effective strategies. This enables them to participate fully in the holiday club. Staff use simple instructions and model play to support children who speak English as an additional language. This helps them understand routines and communicate confidently. Leaders make thoughtful and reasonable adjustments to reduce barriers for all children. For example, children with different medical needs are given wrist bands so new staff can quickly identify them. This ensures that every child is able to take part in all aspects of the provision.

All children, including those who are disadvantaged, are consistently supported. Staff ensure they give children time and reassurance during their time in the club. Leaders maintain high awareness of emotional needs and family circumstances. New starters are welcomed warmly and helped to settle quickly, ensuring every child feels included and able to thrive. Although the club does not currently receive additional funding, leaders actively seek external professional advice to explore funding.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and demonstrate positive attitudes at the club. They respond appropriately to staff guidance and show kindness towards one another. Staff reinforce rules clearly and remind children about safety. As a result, children understand what is expected of them and follow daily routines effectively. Children generally engage in activities with interest. However, at times staff are not fully prepared for the next activity and children experience long waiting periods before sessions begin. Therefore, children become restless and bored.

Children know and follow familiar routines throughout the session, such as hanging their bags up when they arrive. Staff are suitable role models and are friendly, calm and polite. Everyone at the club shows an enjoyment in spending time together. The atmosphere is often filled with busy, happy chatting children. Staff actively play with children. For example, children ask for company from staff to take part in a board game. Parents state that their children enjoy coming, which supports their regular attendance. This helps children feel a sense of belonging at the club.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are prioritised throughout the setting. Staff ensure children feel safe, supported and emotionally secure. Children share personal information and talk about their family life. Staff respond sensitively when children become upset, offering comfort and reassurance to help them regulate.

Children are confident to approach staff for guidance and reassurance. Staff typically respond with a sound knowledge of each child's individual needs to help children understand and manage their concerns and emotions. Children work together on joint activities and typically show developing self-confidence in group situations. For example, they create small groups for team games and learn problem-solving skills together. Children are sensitively supported to maintain established routines, such as handwashing, sitting at the table to eat and tidying away toys and resources. This generally promotes children's increasing knowledge of self-care skills and independence. Children learn how to keep themselves and others safe as they competently use small tools during craft activities and calmly move about in the club.

Children generally understand about healthy lifestyles. Leaders and staff plan many opportunities for children to participate in outdoor activities that promote coordination, balance and teamwork. However, the links between being active and a good diet are not consistently supported with healthy food choices at mealtimes. Therefore, children's knowledge of what constitutes a typically healthy lifestyle is not fully embedded.

Leadership and governance: Expected standard

Leaders demonstrate a clear understanding of the club's strengths and areas for improvement. This ensures that the provision continues to develop in a purposeful and well informed way. Leaders understand their responsibilities and maintain effective oversight of safeguarding and ensure statutory requirements are met.

Leaders maintain effective partnerships with the host school, local authority and external professionals. They actively seek specialist advice and explore funding opportunities to strengthen provision for children with special educational needs and/or disabilities. Leaders make thoughtful adjustments, such as using wrist bands for children with medical needs, to ensure all children are recognised and supported.

Staff report feeling well supported and valued. Leaders are mindful of staff wellbeing and workload, ensuring expectations are manageable and guidance is accessible. They recognise the importance of further professional development and more regular supervision to strengthen staff confidence and expertise. Staff benefit from effective induction processes and clear safeguarding training.

Overall, leaders foster parental and community engagement. Families have longstanding connections with the club and speak positively about the care their children receive. Staff communicate effectively with parents, using translation tools and key words in home languages to support families who speak English as an additional language. However, leaders do not yet support children, their parents and carers to consistently understand the importance of healthy food choices. This will support children's developing knowledge of healthy lifestyles over time.

Leaders use effective systems to support the smooth running of the club. This includes monitoring attendance to promote children's welfare. Leaders reflective approach helps ensure children continue to benefit from a safe, welcoming and inclusive environment.