Mud Club

Inclusion: Strong standard

Leaders have created an embedded culture of inclusion and strive to ensure they meet children's individual needs. They work with parents to support children with special educational needs and/or disabilities and those who may face barriers to their learning to be able to attend. This means that their approach to settling in is flexible and allows parents to stay with their children at the start if required to ensure all children feel safe and confident to continue with the sessions.

Leaders work collaboratively with parents to support children who have an education, health, care plan (ECHP) in place to work towards their targets and provide regular and detailed feedback. Leaders have supported parents of children without EHCPs through the process and helped them to secure funding for their children to access the club as part of their plan.

Leaders continually adjust their teaching practices and use the environment to support children to interact with their peers, explore with nature and increase their confidence. Learning experiences such as foraging, picking fruit and making campfires have supported children with SEND to build their self-belief and develop friendships which in turn has increased their social interactions and lowered some children's levels of anxiety.

Behaviour, attitudes and establishing routines: Strong standard

Leaders consistently implement effective routines which support all children including those with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning. Leaders ethos is to promote children's autonomy at the club and fully engage them in making informed decisions, such as adjusting the rules if new situations arise to ensure everybody is kept safe. This embedded practice supports children to work together collaboratively, listen to different points of view and feel a sense of belonging. At the beginning of the day, staff actively discuss the rules with children, they keenly participate and share different rules. Children demonstrate they fully understand that these are in place to help keep them safe.

Children including those with SEND build positive attitudes to their play and learning. They are supported to interact with their peers and share resources. Older children are patient, kind and supportive to their younger peers and include them during team games and activities. Leaders are extremely supportive and act as positive role models to help children learn to adapt their emotions. They identify triggers quickly and support children to take time out and use space when they need to self-regulate. This ensures children can re-engage when they are ready and fully benefit from their time at the club. Leaders work with parents to follow up on absences and punctuality. This partnership helps establish regular attendance to support children's learning.

Children's welfare and wellbeing: Expected standard

Children bring in packed lunches and snacks from home and leaders support children who may face difficulties around eating. Leaders do not consistently promote healthy eating choices across the setting. They do not routinely provide parents with clear information about balanced lunchboxes or guidance on what supports children's wellbeing. Leaders do not consistently educate children about healthy choices during daily routines. As a result, some children bring food that is high in sugar, salt or additives and they do not always understand how these choices affect their health. Staff follow safer eating practices and ensure children are fully supervised whilst eating. Activities planned at the setting include cooking, making pesto, elderflower cordial and picking and eating fruit are nutritious options and build on children's understanding of not needing to add additives.

An effective key person system is in place to support all children who attend. Children including those with special educational needs and/or disabilities are supported to build strong attachments. Staff get to know children well from the start and are very attentive to their changing needs. This ensures children feel safe and secure and build on their confidence and emotional wellbeing.

Children benefit from social interactions and physical play to support their mental wellbeing. For example, children climb across the strap lines between trees, play games and swing in hammocks. Children learn to manage risks and face challenges as they play. They discuss how many children can safely use equipment at one time and adhere to the decisions. All children understand the importance of washing their hands after activities and using the toilet and before eating food. They also drink water regularly to stay hydrated, especially in hot weather.

Leadership and governance: Expected standard

Leaders do not have a clear strategic plan in place to actively drive forward the setting to reach an even higher standard. For example, addressing healthy eating for all children. They have a reasonable understanding of the settings strengths and areas for development and have high ambitions for all children. Leaders make changes and update policies to ensure they reflect their provision more effectively and ensure all staff are kept updated with any changes in requirements. Staff have regular access to continued professional development to support them to increase their knowledge and skills. Leaders identify this through observations and through supervisions. Currently they are looking to increase staff's understanding and confidence with supporting children's learning with mathematics and literacy in the outside environment. Staff are supported by leaders to manage their workloads and support their wellbeing.

Leaders are passionate about their role in supporting children with special educational needs and/or disabilities to ensure they make progress from their starting points and feel valued and included in their learning. They work well with parents to provide a two way dialogue which keeps both sides up to date with children's learning and wellbeing. Leaders sign post to other professionals and seek help and support when needed.