Happy Hours @ Picknalls

Inclusion: Expected standard

Leaders have established generally inclusive practice that helps children feel welcome and valued. Before children attend, they gather detailed information from parents and carers about children's interests, routines, health needs and any additional support they require. This helps staff develop an understanding of children's individual needs from the outset and adapt their approach to reduce barriers to children's participation and wellbeing. Leaders typically work closely with the on-site school to promote continuity for children, who attend both provisions. However, they do not consistently establish direct partnerships with all schools attended by children who only access the holiday club. As a result, opportunities to strengthen the sharing of information and continuity for some children who have additional needs are not consistently embedded.

Staff generally use their understanding of children's individual needs to adapt the support they provide. They use a range of communication approaches, including visual prompts, to help children understand routines, expectations and staff's interactions with them. Leaders provide sensory resources and quiet spaces that help children regulate their emotions and reduce feelings of being overwhelmed. They help children to participate confidently alongside their peers and engage well in the experiences on offer. Leaders understand that local authority funding is available to support children with additional needs.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established generally positive expectations for children's behaviour and routines. Staff build warm, respectful relationships with children and use praise, encouragement and reminders to help children understand expectations. This helps children play cooperatively, develop friendships across different age groups and show consideration for one another. Staff reinforce simple rules that help children use equipment safely, such as taking turns and using the slide appropriately. They help children to enjoy an appropriate level of risk, while understanding how to keep themselves and others safe. However, there are occasions when staff need greater consistency in establishing expectations for behaviour during snack times for children who require additional support with routines.

Staff create opportunities for children to take part in team games that promote friendly competition. Through these experiences, children learn to follow simple rules, take turns and develop positive social relationships with their peers. Leaders monitor children's attendance effectively. They work closely with the on-site school and contact parents and carers if children who are expected do not attend, helping to ensure children's whereabouts are known and that they arrive safely.

Children's welfare and wellbeing: Expected standard

Leaders have established typically effective arrangements to promote children's welfare and wellbeing. Staff interact with children in warm and caring ways. They get down to children's level, listen carefully to what children have to say and respond sensitively to their individual needs. Staff adapt their approach to meet children's emotional and sensory needs. They help children with special educational needs and/or disabilities to feel settled and ready to participate. This helps children feel valued, respected and emotionally secure.

Leaders have developed systems to promote children's health and safety. They generally ensure staff understand and implement these consistently. Staff know children's medical and dietary needs, including allergies, and implement appropriate procedures to help keep children safe. Staff encourage children to be physically active throughout the day, providing opportunities for them to develop their coordination, balance and confidence through outdoor play. They ensure drinking water is readily available throughout the session, helping children to manage their own hydration independently, particularly during warm weather. Staff respond promptly when children require first aid and ensure parents and carers are kept informed about accidents and any treatment their child receives.

Leadership and governance: Expected standard

Leaders have established effective oversight of the day-to-day running of the club. They work closely together to monitor practice, support staff and maintain a welcoming environment, where children and families are valued. Staff speak positively about the support they receive. Leaders organise staffing and responsibilities effectively, varying roles across the holiday programme to help manage workload and promote staff wellbeing.

Leaders have established positive partnerships with parents and carers and the on-site school. They gather detailed information before children attend and maintain regular communication about children's care, wellbeing and attendance. They keep parents informed through daily conversations and electronic communication, helping to promote continuity between home and the setting.

Leaders are reflective and demonstrate a commitment to continually improving the provision. They regularly review how well the club meets the needs of the children attending and adapt practice, where required, to promote children's inclusion and wellbeing. Leaders support staff to complete mandatory training and provide regular supervision. However, professional learning beyond mandatory requirements is not planned precisely enough to reflect identified priorities or the changing needs of children attending the club.