Whizz Kids Holiday Club

Inclusion: Expected standard

Leaders are focussed on providing a welcoming and inclusive environment for children. They use clear systems to gather information from parents so that children with special educational needs and/or disabilities (SEND) are quickly identified. This means that, typically, staff can find out about different strategies that might be used at home to support children throughout the session. Children therefore benefit from a shared approach to their care.

Leaders provide training to staff to support them to understand how to work with different groups of children. Typically, staff feel well informed about different interventions they can use to support children in the club. Leaders generally have coaching processes in place to support staff who are less experienced, in order to strengthen their understanding of working with children with SEND.

Leaders work in partnership with the local authority. They understand how to liaise effectively to access any additional funding for children. Leaders provide additional training that is focused on supporting children who may face barriers to their wellbeing or those who are at a disadvantage. Through practices such as this, all children are often well supported in the club.

Behaviour, attitudes and establishing routines: Expected standard

Children enjoy playing collaboratively with one another. Staff arrange group games, and children play them together in the outside play spaces. Children also enjoy a range of board games. They happily take turns and share resources with one another. Staff are typically engaged and involved in children's play. They actively encourage children to participate with the activities available and talk to others in the group.

Staff build secure relationships with children and generally get to know them well. Often, 'welcome games' take place at the beginning of each session. This helps children to introduce themselves to one another and learn about others' interests. Children build social skills and make friends with those around them.

Leaders typically have high expectations for children's behaviour. Overall, these expectations are generally implemented consistently by staff. There are times, however, when rules are not made clear to some children who are new to the club. This means that some children are occasionally unsure of which rules are in place. Despite this, children generally behave well at the holiday club.

Leaders have a robust approach to attendance. They have effective systems in place that ensure any instances of absence are promptly followed up with parents.

Children's welfare and wellbeing: Expected standard

Leaders and staff work together to support children's welfare and wellbeing. They have a clear focus on enhancing children's experiences.

Staff are generally mindful of children's different interests, ages and stages of development when they plan their activities. They carefully consider the resources available and create cosy areas for children to relax in when they want to. Generally, the key-person system is effective in supporting the youngest children to feel safe and settled. There are times when games and activities are focused on older children. Consequently, younger children do not fully understand the rules or organisation of some games, and staff do not consistently adapt instructions to further support children's understanding. Despite this, children are often happy to participate in the various activities that are available.

Leaders have been working on supporting staff to develop how messages about healthy lifestyles are delivered to children. Generally, routines support children's good health. For example, children keep hydrated throughout the day and remember to wash their hands before eating. Mealtimes are generally sociable occasions, and leaders have identified further training that is intended to strengthen interactions at these times in order to promote conversations around food and nutrition.

Leadership and governance: Expected standard

Leaders have a generally secure oversight of the setting, and overall, staff training is well organised. Leaders provide staff with information ahead of starting in their roles to prepare them with knowledge about essential policies and procedures. Typically, leaders use careful monitoring of the provision to identify any weaknesses so that training can be targeted appropriately.

Leaders generally review staff practice and knowledge well. However, the supervision of staff, including the verification of training and qualifications, is not always robust. For example, leaders and staff are not consistently aware of the requirements for first-aid qualifications. However, leaders are now aware of what is required, and have taken appropriate action to ensure that there is always a member of staff with a paediatric first-aid qualification on site.

Leaders have worked hard to build secure partnerships with parents. For example, they have strengthened the different channels of communication they use to reach out to all groups of parents. This means that parents feel involved in the activities happening at the club. Leaders also seek feedback from parents and children to continually drive improvements at this holiday club.