Junior Adventures Group @ Belmont

N22

Unique reference number (URN): 2746883 Address: Belmont Junior & Infant School, Rusper Road, London, N22 6RA Type: Childcare on non-domestic premises Registered with Ofsted: 20/07/2023 Registers: EYR, CCR, VCR Registered person: Junior Adventures Group UK Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Needs attention

Children do not always have sufficient space in the hall, where the club is based, for the numbers of children in attendance. Leaders have not established effective routines, so there are times when the room is chaotic and noisy. Children do not always know what they are supposed to be doing when there is a change of activity, such as when they first arrive from school or when snack time ends. Consequently, this leads to a deterioration in children's behaviour with some children getting overly excited or others feeling overwhelmed. Leaders maintain a careful log of children's attendance as soon as they arrive, checking that children that are due to attend arrive safely.

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Children's welfare and well-being Needs attention

Prior to children joining the club, information about any allergies or food requirements is obtained and discussed with parents. However, leaders and staff do not always implement their policies and procedures well enough to ensure children who have dietary requirements or allergies are recognised during teatime. This means their specific needs are not always supported carefully enough because consideration for how this works in daily practice is not robust. Children eagerly arrive from school staff greet then warmly as they enter the hall. Staff chat with children about their day at school and children respond confidently showing the secure relationships they share with staff. Children line up to wash their hands before they sit down for snack, which promotes their understanding of good hygiene. Children like eating the healthy tea the staff prepare. Staff offer fresh fruits, vegetables, bagels, cheese

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Children's welfare and well-being Needs attention

and ham, which children eat with pleasure. Children select either physical activities or quieter small-group ones which the club allows them the flexibility to choose themselves and contributes to children developing their understanding of how to maintain their health and well-being.

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Inclusion Needs attention

The arrangements in place to support children with special educational needs and/or disabilities (SEND) are not sufficient. Although leaders identify children's needs through initial discussions with parents prior to their start at the club, staff do not typically support children with SEND to meet their individual needs. This impacts on the progress children with SEND make. Individual plans with targets and strategies are in place to help support individual children. However, these are not reviewed or updated well enough in consultation with other professionals, such as the school, so this hinders children's experiences. Training and support are not always targeted to help staff improve the quality of care for children with SEND. Despite this, all staff supporting children with SEND develop positive relationships with them.

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Leadership and governance Needs attention

Leaders have not kept oversight of the increase in children attending the setting. They have not ensured there is sufficient space to accommodate the numbers of children during the times of operation. Consequently, there is a noisy and chaotic atmosphere which has an impact on children's experiences at the club. In addition, leaders' knowledge of notifying Ofsted of such changes is not secure. Some weaknesses in practice have not been identified by leaders. A change to management structure means that some training for staff who are supporting children with special educational needs and/or disabilities has not yet been actioned to enable them to have a better understanding of how to support these children. Clear policies and procedures for the recruitment of staff are in place. This demonstrates a commitment to ensure staff are fully vetted and trained before and during their probationary period at the setting. Staff have regular safeguarding training to ensure

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Leadership and governance Needs attention

they keep abreast of any updates to strengthen their knowledge on keeping children safe from harm. Leaders and managers provide supervision and support for staff well-being.

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Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

There are times at this setting, when the room being used by children, becomes overcrowded, and the environment becomes noisy and chaotic. Routines are not effectively established which disrupts the quality of children's experiences and impacts children's behaviour. Despite this, the setting offers a welcoming environment where children settle quickly. Children are excited as they arrive and share close relationships with their peers and staff. This helps them to feel secure. Children are eager to see their friends and discuss their day at school. Staff provide a range of activities and experiences that include children's interests. As such, children demonstrate enjoyment as they play and explore.

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What it's like to be a child at this setting

Communication with the school relating to individual targets for children with special educational needs and/or disabilities are not kept up to date or known by staff and therefore not implemented sufficiently well to meet their needs. Despite this, children enjoy their time at the setting, playing with their friends with the support of staff to help them.

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What it's like to be a child at this setting

Although information is provided by parents regarding children's dietary requirements and allergies, at times, arrangements to manage these are not consistently applied. Staff promote children's health and hygiene well. Children understand the benefits of washing their hands before eating. They enjoy a range of nutritious, light snacks, including fresh fruit and vegetables.

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What it's like to be a child at this setting

Leaders and managers do not have robust oversight of the experiences for children at the setting. Weaknesses in staff practice and routines have not been identified to consider the support staff need to address these. This leads to periods of disorganisation and chaos which disrupts children's focus and impacts their behaviour. However, leaders and managers have some oversight, with regular team meetings and supervision for staff. They implement robust policies and procedures for staff to ensure they promote children's welfare.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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accountability to support the effective

daily running of the provision. 31/12/2025

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About this inspection

The inspector spoke with senior leaders, including the special educational needs coordinator, and activity leaders during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Belmont Junior & Infant School Rusper Road London N22 6RA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Junior Adventures Group UK Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:55,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:55

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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