Happy Minds at St Maria Goretti

Inclusion: Expected standard

Before children attend, leaders and staff gather relevant information from parents and carers and, where appropriate, the host school. This helps staff to develop a clear understanding of children's individual needs, interests and family circumstances. Staff use this information to identify and reduce potential barriers to children's participation and help them to feel welcomed, included and settled.

Staff plan an 'active hour' at the beginning of most sessions, which children really enjoy. Generally, staff consider how to include every child. They make adaptations where necessary. Children enjoy participating together, and staff provide appropriate support so that younger children can play alongside their friends. Staff recognise that younger children may find a full active hour challenging after a school day. Leaders and staff are exploring greater flexibility and choice in the environment, including opportunities for children to engage in less-active activities when needed.

Staff generally know children well. They use their interests and preferences to guide activities. Typically, they adapt communication to reflect children's stages of development to help everyone understand expectations and to enable participation.

Staff celebrate children's individuality by recognising their experiences, cultures and family traditions through conversations, celebrations and themed activities linked to events from around the world. This helps children to feel included and represented in the setting.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have developed a respectful and inclusive club where everyone feels valued. Staff model positive communication, listen attentively to children and promote a calm and harmonious environment. Older children support younger children to understand routines and rules during sporting activities and take pride in their 'buddy' roles. Children listen to each other's thoughts, ideas and experiences about their time at school. They play cooperatively and demonstrate respect, kindness and consideration towards one another. Staff are positive role models and offer gentle reminders when needed.

Leaders and staff work closely with the host school to reflect the high expectations, agreed strategies and routines. This helps to promote children's safety, security and wellbeing. Well-established routines help children to understand what is expected of them. Staff provide additional support to children who are new to the club. Generally, staff recognise that some routines can limit opportunities for children to develop independence and make choices. Leaders continue to consider how they can provide greater flexibility within the timetable.

Typically, staff encourage children to persevere when they find tasks trickier and celebrate their efforts and achievements. Children demonstrate positive attitudes and respond well to encouragement. Generally, staff adapt expectations according to children's age and stage of development. Leaders work with the host school to promptly follow up and monitor unexplained absences.

Children's welfare and wellbeing: Expected standard

Leaders and staff have established a shared approach to promoting children's welfare and wellbeing. They work collaboratively with the host school and parents and carers to ensure that they meet children's individual needs.

Staff promote positive hygiene through established routines for handwashing and toileting. They encourage children to develop independence in managing their personal care needs. Staff provide healthy snacks, including fruit, vegetables and sandwiches. They ensure that children remain well hydrated throughout each session. Staff do not consistently help children to understand the benefits of healthy eating or explain why particular food choices support their health. This does not support children to develop a deeper understanding of healthy lifestyles and make informed choices independently.

Children enjoy a range of well-organised physical activities, including ultraviolet dodgeball, tag and football, during the 'active-hour'. Staff talk about why physical activity is important. Staff provide structured activities that develop turn-taking, such as Ludo, alongside creative opportunities including painting, construction and crafts. Children have regular access to outdoor play, allowing them to benefit from fresh air and physical activity. Although staff provide a broad range of activities, some children do not consistently benefit from more choice and access to a designated area where they can rest and relax.

Leadership and governance: Expected standard

Typically, leaders have an accurate understanding of the club's strengths and have identified areas where further development is needed. They have recently introduced a broader professional development programme to strengthen staff training and the induction process. As this programme remains in its early stages, leaders have not yet identified the specific coaching and development needs of all individual staff members or how these needs could further enhance outcomes for children. Typically, staff have a broad awareness of their training priorities, which reflect their individual roles.

Leaders manage staff workload effectively and provide sufficient time for staff to complete administration, planning and other responsibilities associated with their roles. This enables staff to carry out their duties successfully. Leaders promote staff wellbeing through regular check-ins and positive professional relationships. Staff report feeling well supported and demonstrate a clear enjoyment in their roles. This positive working environment contributes to children's positive experiences at the club.

Leaders and staff have established effective partnerships with parents and carers, the host school and the local authority. These partnerships typically support children from session to session. Parents and carers value the continued communication between the club and families, including staff sharing information about children's experiences and time at the setting. They also recognise and appreciate the support that staff provide to their children.