Richer Education Marylebone

Leadership and governance: Expected standard

In-depth discussions with leaders demonstrate that the holiday club meets the statutory requirements of the early years foundation stage. Leaders recognise the setting's strengths and weaknesses and evaluate their service to help make improvements. They explain how they involve children in evaluating the activities on offer, enabling them to feel valued and listened to. Leaders promote healthy eating and provide healthy snacks and lunches. They create an environment that meets the needs of all children, including those with English as an additional language and special educational needs and/or disabilities. For example, leaders explain how staff use a bell and pictures to help children transition from activities and understand the daily routine. This enables all children to feel secure and know what to expect in the setting.

Leaders share that they regularly meet with staff and identify areas for staff development. This helps strengthen their knowledge and skills. Staff access training, enhancing the quality of teaching and plan engaging activities that support children's development. Leaders describe how they gather important information from parents to help understand the child's individual needs. Leaders explain how they update parents with regular information. This helps to build strong partnerships and ensures everyone is working together to support every child. This also enables parents to feel more involved and informed about their child's learning, development, and wellbeing.