FunnCamp at Clapton Girls

Inclusion: Expected standard

Leaders gather a wide range of information from parents and carers and, where appropriate, from the host school. They work effectively with stakeholders to understand the needs, interests and circumstances of children attending the club. This information helps leaders and staff make appropriate arrangements so that children can typically participate in the activities and experiences on offer.

Staff generally develop warm and positive relationships with children and make appropriate adaptations to support their individual needs. They join in with children's play and activities, including construction and team games, helping children to feel included and supported.

However, the quality of staff practice is not yet consistent across the holiday club. Some staff are more skilled than others at recognising and responding to children's changing needs. Leaders recognise that some staff can be reactive rather than anticipating when children may need additional support or an adaptation to the activity. Although staff generally make effective 'on-the-spot' adjustments to ensure everyone is included, leaders acknowledge that these strategies are not always sufficiently developed or consistently applied to make the greatest possible difference for all children.

Leaders are reflective about this area of practice and recognise the need for further training and professional development. They are committed to strengthening staff knowledge and confidence so that all staff consistently anticipate children's needs and use a wider range of inclusive strategies across all areas of the club.

Behaviour, attitudes and establishing routines: Expected standard

Children typically behave appropriately and safely throughout their time at the holiday club. Staff generally communicate the club's rules, expectations and routines clearly. Children demonstrate a sound understanding of these and mostly follow them. They understand the reasons for rules, such as being kind to others, not running with food and sharing the resources and equipment on offer.

However, on occasion, staff do not wait for children to stop talking before giving important information. As a result, some children do not develop a thorough understanding of the club's rules and expectations. This is particularly evident during organised team games and snack time, where some children are less clear about the routines they are expected to follow.

The club typically provides a well-managed and simple structure that benefits children of all ages. Staff communicate the timings for free play, snack and structured activities, and children understand what to expect throughout the day. However, snack time is not always managed as effectively. Younger children can take a long time to finish their food, while some older children finish quickly and then must wait until everyone has finished. As a result, some children become restless and fidgety while waiting. Leaders recognise the impact this has on behaviour and are reflective on how snack-time routines could be adapted so that they better meet the needs of children of different ages and support the club's expectations for behaviour.

Children's welfare and wellbeing: Expected standard

Leaders and staff take time to get to know all families who attend the club. They gather information through telephone calls, emails and conversations with parents during drop off and collection. Staff use this information to make thoughtful decisions and make adaptations where needed. All staff model good manners and praise children for their efforts. This helps to promote the wellbeing of all children, including those with special educational needs and/or disabilities.

Leaders promote regular attendance and punctuality well. They follow up unexpected absences and lateness appropriately. Children have access to a wide range of physical activities, including football, go-karting and organised team games. A designated member of staff promote physical activity across the club and supports children to take part safely. Children typically understand how to keep themselves safe in hot weather. Staff ensure that children follow safety rules when using the go-karts and remind them to carry and regularly drink from their water bottles.

Staff maintain a clear awareness of children's whereabouts using a walkie-talkie system. This supports effective supervision and helps to keep children safe. Parents feel well supported and speak positively about the range of opportunities available. They report that their children enjoy attending the holiday club, make new friends and are proud to take home crafts they have created.

Leadership and governance: Expected standard

Leaders generally demonstrate effective strategic oversight of the holiday club and understand its strengths and areas for development. They seek the views of parents, staff and children to inform their evaluation of the club. This information broadly informs areas for improvement. For example, leaders generally make appropriate adaptations to activities to ensure that younger children can participate.

Leaders consider staff workload and wellbeing, and staff report feeling supported in their roles. Staff generally follow the club's policies and procedures and benefit from regular training and briefings. Leaders conduct regular supervisions and review staff practice to identify areas for further development. This work is beginning to strengthen staff knowledge and practice in behaviour management, safeguarding and supporting children with special educational needs and/or disabilities.

However, the quality and consistency of staff knowledge and practice vary across the holiday club. Some staff demonstrate a stronger understanding of safeguarding, behaviour management and adaptations than others. This inconsistency affects children's experiences and the quality of support they receive. Leaders recognise these weaknesses through reflective discussions and reviews of practice and are taking action to improve consistency across the club.