Background School holidays can be a period of isolation and risk for children from low-income families. Limited opportunities for enrichment activities, and food insecurity, mean that children’s health and well-being can suffer and their learning stagnate or decline. The Holiday Activities & Food (HAF) programme is a government-funded (£200 m/y) initiative which provides healthy meals and activities to free school meal (FSM)-eligible children during the holidays. Existing evaluations of the programme have identified varied provision across England,with some challenges around engagement and attendance. In this study we aimed to explore key challenges of and recommendations for the programme, as experienced by a range of key stakeholders.

Methods Using purposive sampling we recruited participants from across the Southwest, Midlands and Northeast of England. Interviews were conducted with political leads (n=5), HAF leads (n=11), HAF providers (n=12), parents (n=10), and children with additional needs (10-12y; n=2). Primary school children (7-11y; n=15) took part in focus groups. Data were analysed using the 7-stage Framework Method.

Three key themes were identified: (1) Reaching vulnerable children: attendance, particularly ‘no-shows’, is the main challenge faced by HAF teams. Low attendance has knock-on effects on funding and quality of provision. A community-centered approach, and flexibility around the eligibility criteria and HAF guidelines may facilitate higher attendance. As well as reaching more vulnerable families in need, a universal programme offering provision to all children would improve attendance of FSM-eligible children through reducing stigma, enabling children to attend with friends, and embedding providers within the whole community; (2) Cross-community partnerships: a high-quality, sustainable HAF programme is underpinned by a partnership-based model and commissioning for capacity building of HAF teams and communities; (3) School engagement: collaborating with schools is key, as they know the families, can signpost to the programme, and have the facilities and skilled staff to deliver successful and cost-effective HAF clubs. However, current engagement with schools is low.

Conclusion To ensure the HAF programme is reaching vulnerable children and remains sustainable, we recommend that the Department for Education amends the national HAF guidelines to: consider a universal offer; increase support for flexibility and cross-community partnerships; and facilitate stronger school advocacy and involvement.