Happy Hours @ Penkhull

Inclusion: Expected standard

Leaders have established generally inclusive practice that helps children feel welcome and valued. They work closely with the school to share information and implement consistent strategies, helping to provide continuity for children attending both provisions. Before children start, leaders gather detailed information about their interests, health needs, family circumstances and any additional support they require. This enables staff to understand children's individual strengths and identify any barriers to their engagement or wellbeing from the outset. Staff typically use this knowledge to adapt their approach to meet children's individual needs. For example, they use basic sign language to support communication with children when required.

Staff use their clear knowledge of children's interests and personalities to help them settle quickly and participate fully in club life. Leaders maintain an accurate overview of children's individual needs and work alongside parents and the school to ensure appropriate support remains in place as children's needs change.

Leaders are beginning to explore how available funding can be accessed and used more effectively. However, they have not yet fully considered how funding opportunities can be used to make a demonstrable difference to the experiences and opportunities available for disadvantaged children.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a calm and respectful culture, where children understand the club's expectations for behaviour. Leaders typically recognise the needs of the children attending and understand that some children require additional support to manage their emotions and behaviour. They have identified spaces where children can choose to go to regulate their emotions, helping them return to play successfully alongside their peers. Staff know children well, understand their individual triggers and use positive relationships to support children to regulate their behaviour successfully.

Leaders generally use flexible routines to respond to children's needs, adapting the environment or introducing active play when children benefit from a change of activity. For example, they use whole-group games in the hall, such as cooperative team games, before children transition into the outdoors. They provide children with opportunities to play together, develop positive relationships and enjoy being physically active. However, staff are not consistently alert to some occasions, where children have lower levels of engagement. They do not always adapt their interactions promptly enough to maximise children's involvement in activities.

Leaders typically monitor attendance effectively through robust registration systems and follow up unexplained absences promptly. They work with parents and the school to ensure children's whereabouts are known.

Children's welfare and wellbeing: Expected standard

Leaders have established generally effective procedures to promote children's health and safety. This includes effective arrangements for recording accidents, monitoring injuries on arrival and responding appropriately, when children become unwell. Leaders ensure children's individual health needs are clearly recorded and known by staff. Staff understand the procedures for administering medication safely, when this is required. This helps ensure children with individual health needs are fully included and can participate safely in the daily routines and experiences offered by the club. Staff are trained in first aid so they know how to respond appropriately if a child becomes ill or is injured.

Leaders generally encourage children to develop healthy lifestyles. They provide children with low-sugar breakfast and fresh drinking water is always available. Children can independently refill their own water bottles throughout the day. Leaders adapt routines during hot weather. They make effective use of shaded outdoor areas, ensure children have access to sun protection and encourage them to drink regularly.

Children typically benefit from warm and trusting relationships with staff. They confidently invite staff into their play, seek reassurance, when needed, and know that adults will listen and respond to them. These positive relationships help children feel secure, valued and confident throughout their time at the club.

Leadership and governance: Expected standard

Leaders have a general understanding of the club's strengths and the needs of the children and families who attend. They understand the local community well and have adapted the provision to meet children's needs. Leaders work closely with the school, creating a joined-up approach that provides consistency for children.

Leaders typically support staff to develop their knowledge through regular training and professional discussions. Recent professional learning has focused on strengthening staff's understanding of supporting children with special educational needs and/or disabilities (SEND). Leaders' action plan includes a continued focus on developing staff's specialist skills to extend their knowledge in supporting children with SEND. However, leaders' monitoring of staff practice is not yet sufficiently precise to identify all aspects of staff interactions that can be enhanced further.

Staff report that they feel supported and leaders consider staff wellbeing, when organising the provision and day-to-day routines. For example, to support staff workload during the school holidays when they operate an extended day, they vary staff roles and responsibilities.

Leaders have established effective partnerships with parents and carers. They share information about weekly themes and activities in advance, so parents can plan ahead. Leaders communicate promptly about accidents and day-to-day information through the online app. Parents value this communication and speak positively about the care and experiences their children receive.