Hanford Sports Clubs and Camps Ltd

Inclusion: Expected standard

Leaders have created an inclusive culture where children are welcomed and supported to participate. Before children attend, leaders gather detailed information from families, local schools and individual support plans. They use this to identify children's needs, arrange suitable adaptations and match children with staff who have the appropriate knowledge and experience. The youngest children have a key person who has a good understanding of their needs. Wherever possible, children requiring additional support are supported by an adult they already know and trust.

Children with special educational needs and/or disabilities receive individualised support where required. Staff adapt the length, content and group size of activities and make appropriate changes to daily routines. They remain attentive to children's engagement and wellbeing and adjust their support as needs change. For example, staff recognise when children need a break, and help them move to a quieter or cooler space.

Leaders maintain positive communication with families and schools. Detailed handovers ensure that staff have current information about children's care and support needs. Where appropriate, advice and successful approaches used at school are continued at the club. This consistency enables children to join activities, feel included and enjoy their time at the club. Parents value the individual and specialised support that their children receive.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive and welcoming environment, with clear booking and arrival arrangements. They promote regular attendance and follow up appropriately when children do not attend as expected. Staff register children promptly and help them settle into familiar routines. Clear arrival times enable children to participate fully in the welcome routine, socialise with their peers, agree on the club's daily values and take part in group activities, such as yoga.

Staff have clear expectations for behaviour. The agreed values provide a positive way of helping children understand these expectations. Staff model the values consistently and encourage children to demonstrate them through their play and interactions. Warm and respectful relationships underpin this approach. Staff listen to children, join their play and recognise their effort and achievements. Children show kindness towards one another, cooperate during activities, support friends who need help and celebrate each other's successes.

Staff recognise that children need different levels of support to follow routines and participate. Typically, they consider each child's age, development and individual circumstances when organising activities and transitions. Younger children receive additional help to make choices. Staff also adapt routines and group sizes for children who may find busy situations overwhelming. This helps children remain settled, understand what is expected and participate positively.

Children's welfare and wellbeing: Expected standard

The club's 'strong bodies, strong minds' ethos promotes physical health, emotional wellbeing, confidence and participation. Children have frequent opportunities to be active through a wide range of sports and movement activities. Experienced staff encourage them to try new experiences, take appropriate risks and understand how to participate safely.

Staff help children recognise and communicate when they need support. They offer reassurance and adapt routines for children who find transitions or extended physical activity difficult. For example, children can use the wellbeing room or choose a quieter activity when they need time away from a busy group.

Staff provide attentive care that supports children's individual health and wellbeing. Key persons know the youngest children well, and secure relationships mean that children confidently seek help. Staff understand and respond to individual medical, dietary and personal hygiene needs.

Snack time and mealtime routines are appropriately supervised. Staff promote healthy eating by helping children choose suitable food from their lunch boxes and sharing guidance with families. They also promote hydration and explain the importance of rest. However, the use of screen-based activities during some rest periods does not consistently motivate children to choose independently from a range of healthy ways to rest and relax. This limits how effectively routines promote long-lasting healthy habits.

Leadership and governance: Expected standard

Leaders have established a clear ethos based on inclusion, physical health, emotional wellbeing and participation. Staff understand this ethos and reflect it in their interactions with children.

Leaders ensure that staff have suitable skills and experience for their roles. Staff complete relevant training and draw on their professional backgrounds in education and sports coaching. This helps them provide safe, engaging and inclusive experiences. Staff say that they enjoy working at the club, feel well supported and look forward to returning during the holidays. Leaders consider workloads when organising staffing and remain available to offer guidance and support.

Leaders understand the setting's strengths and identify appropriate priorities for improvement. The registered person is reflective, ambitious and committed to developing the provision. Leaders use feedback and reflection to review their practice and consider how children's experiences could be improved further. For example, they intend to extend the range of activities on offer by introducing forest-school experiences.

Leaders make decisions in children's best interests. They use their knowledge of children's circumstances when organising staffing and activities, including arranging additional support where required. Positive relationships with families, schools and the local community help leaders provide consistent support.