Junior Adventures Group @

Wellington Eagles

Unique reference number (URN): 2748659 Address: Wellington Eagles Primary Academy, Wellesley Road, Ludgershall, Andover, SP11 9LT Type: Childcare on non-domestic premises Registered with Ofsted: 02/08/2023 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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Inclusion Strong standard

Leaders have created a highly inclusive culture where all children are welcomed, valued and supported to access the provision. Staff know children well and are skilled at identifying individual needs, particularly emotional and wellbeing needs linked to the setting's military context. For example, staff are quick to notice changes in children's emotional presentation at times of family separation or transition and respond with calm reassurance and additional emotional check-ins. This enables early identification of concerns and timely, sensitive support for children and families.

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Inclusion Strong standard

Leaders actively reduce barriers to participation through flexible routines, reasonable adjustments and a strong focus on children's voice. For instance, children who find group activities or transitions more challenging are supported through clear 'now and next' explanations and the option to engage in quieter or outdoor activities. Children are encouraged to make choices about how they spend their time, which helps them to feel confident and included. Staff adapt expectations thoughtfully, ensuring that children can participate successfully at their own pace.

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Inclusion Strong standard

Staff benefit from targeted training, including on supporting children with special educational needs and/or disabilities, autism awareness and emotional well-being. Leaders review the impact of this training through supervision and reflective discussion. Strong partnerships with families are evident. Parents feel confident approaching staff and report that communication is open and effective, helping children to feel secure and able to flourish.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a calm and positive environment, where their expectations for children's behaviour are clear and consistently reinforced. Staff model respectful interactions and provide clear explanations to help children to understand boundaries and routines. As a result, most children behave well, feel secure and are confident in what is expected of them. Relationships between staff and children are warm and trusting. Staff know children well and use calm and supportive approaches when children need help to manage their behaviour. Children are kind and welcoming to one another and generally play cooperatively across a wide age range. They are encouraged to take turns, share resources and include others in their play, which helps them to develop positive social skills.

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Behaviour, attitudes and establishing routines Expected standard

When disagreements arise, staff intervene promptly and sensitively to support children to resolve conflict and regulate their emotions. This helps to prevent escalation and ensures children feel supported and safe. However, some children still rely on adult intervention to manage conflict and express their feelings appropriately. Leaders recognise this and are continuing to develop strategies to help children to build greater independence in managing their emotions, negotiating with their peers and resolving disagreements themselves.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established and support children to transition smoothly from the school day into the setting. Children understand what is happening now and next, which contributes to positive attitudes and a settled atmosphere. Leaders promote regular attendance through strong relationships with families and by providing an environment that children enjoy attending.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through clear policies, consistent routines and attentive care. Staff know children well and respond sensitively to their emotional and physical needs, helping them to feel safe and secure. Strong and trusting relationships between children and staff help children to settle quickly and feel confident to seek support when needed, particularly after the school day.

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Children's welfare and wellbeing Expected standard

Staff encourage children to develop independence through daily routines, such as managing personal hygiene and clearing away after snack. They provide healthy snacks and ensure that children follow good hygiene practices. However, staff do not consistently make more purposeful use of everyday routines, such as snack times and handwashing. For example, they do not talk with children about why these practices are important to further support children's understanding of healthy habits. This does not consistently help children to develop a deeper understanding of how to make healthy choices for themselves.

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Children's welfare and wellbeing Expected standard

Staff support children to recognise and express their emotions, and they intervene calmly when children need help to regulate. They remind children how to keep themselves safe, indoors and outdoors. This helps children to develop an age-appropriate understanding of personal safety and wellbeing.

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Leadership and governance Expected standard

Leaders have a secure understanding of the setting's strengths and areas for development. They use reflective practice and processes to drive improvement. This is the setting's first inspection, and leaders have reviewed practice through internal checks, including the organisation's quality assurance processes, to ensure systems are robust and effective. Leaders know children and families well. They make thoughtful decisions that reflect the setting's unique context, including the high proportion of military families. This enables leaders to prioritise emotional wellbeing and stability for children who may experience change or separation. Leaders work closely with the host school to support smooth transitions and continuity of care.

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Leadership and governance Expected standard

Staff report feeling well supported by leaders, with regular supervision sessions, wellbeing check-ins and access to relevant training. Leaders are mindful of staff's workload and emotional wellbeing. They provide clear guidance and support. Ongoing professional development is well targeted and helps staff feel confident in their roles. This contributes to a stable team and consistent care for children.

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Compulsory Childcare Register requirements

This setting has 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 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

Children arrive happily and are warmly welcomed into a calm and familiar environment, where they feel safe, valued and listened to. Staff take time to talk with children about their school day, helping them to feel emotionally supported as they transition into the out-of- school care. This is particularly important for children who may find the end of the school day tiring or overwhelming. Staff are attentive and responsive, noticing when children need reassurance, space or time to relax. As a result, children quickly settle and feel secure. Children confidently follow routines, such as washing their hands independently and clearing away after snack. This supports their growing independence, confidence and sense of responsibility.

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

Children across a wide range of ages play and socialise well together. They are kind, inclusive and welcoming of others into their games. Staff model respectful behaviour. They step in calmly to support children to resolve minor disagreements, helping them to understand their feelings and develop positive social skills. Staff encourage children to talk about their ideas, listen to others and take turns. This helps them to build friendships and feel part of a close community. Over time, children develop increasing confidence in expressing themselves and seeking support when needed. As a result, children form trusting relationships with adults and their peers.

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

Children enjoy a range of activities and have genuine choice in how they spend their time. Adult-led activities are engaging but never compulsory. This ensures that children feel respected and able to make decisions about their own play. Staff understand children's individual circumstances, including those linked to military life, and respond sensitively to their emotional needs. This helps children to feel a strong sense of belonging and enables them to thrive in a setting where their voices, feelings and experiences are consistently valued and celebrated.

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Next steps

Staff should support children even further so they can start to manage their own feelings and behaviour. Leaders should help staff to use opportunities during routines to support children's understanding of healthy habits.

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Address:

Wellington Eagles Primary Academy Wellesley Road, Ludgershall Andover SP11 9LT

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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 : 08:00 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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About this inspection

The inspector spoke with leaders, staff, children and families 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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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 standard 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 standard 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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