Junior Adventures Group @

Wellington Lions

Unique reference number (URN): 2748661 Address: Wellington Primary School, Oatway Road, Tidworth, SP9 7FP 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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Behaviour, attitudes and establishing routines Strong standard

Children are flourishing at this well-organised club. The leaders and staff have high expectations for positive behaviour and have established clear routines, which the children respond to very positively. For example, children confidently arrive, knowing what is expected of them, as they put their bags away and sit on the carpet without being asked. They are genuinely interested to share details of their day and discuss what is on offer at the club today. They quickly become engaged in activities, happily playing with children of different ages harmoniously. If any children, including those with special educational needs and/or disabilities, do not want to follow the routines, they can choose not to and can join in when they are ready.

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Behaviour, attitudes and establishing routines Strong standard

Behaviour is excellent, as the differing needs of all children are carefully considered. The practitioners are good role models, treating the children and each other with kindness and respect. They teach children to look after their environment and work cooperatively. For example, most of the time, children pack up activities before moving on to the next one, having been previously taught to do this. If they forget, practitioners only have to remind them once, and children work together to quickly tidy.

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Inclusion Strong standard

Leaders are passionate about ensuring the after-school club is inclusive and open to all children and families, including those with special educational needs and/or disabilities (SEND). Before children start, they ensure they learn all about the needs of children with SEND by speaking to parents, schools and taking on advice from specialists. They swiftly put adaptations into place to ensure there are no barriers to children accessing the after- school club. For example, they provide 'safe' quiet corners for children who may need time out. They ensure activities that children who may be new or anxious particularly enjoy are available, such as craft, to help them to feel comfortable. They also include children in the planning, so they know what to expect. Practitioners observe children at play and quickly identify and reduce any barriers children may face. For example, if children are not engaging

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Inclusion Strong standard

in play, practitioners quickly notice and talk to children to see if there is something else they would like to do. They notice changes in children's wellbeing and share any changes with parents and the school.

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Expected standard

Leaders know and understand the differing needs of their families well and are consistent in ensuring they are inclusive and meet the needs of all. For example, they have flexible collection times, allowing families where parents are away often to pick up early when they are in town.

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Children's welfare and wellbeing Expected standard

Children feel safe and secure at the after-school club and thrive on the established routines. They develop independence as they confidently access all that is on offer in the club. Children can follow their own lead, allowing them to join in a big group activity if they wish, or engage in a quiet activity. At snack time, children understand that they eat in year groups, starting with the youngest children. Practitioners sit with children, discussing the names of the healthy food they are offering and encouraging children to try new foods. For example, children are offered pomegranates. Some children have tried them before and, alongside the practitioners, encourage other children to give them a try. Snack time is a sociable time. Children wash their hands before eating, establishing good hygiene practices.

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Children's welfare and wellbeing Expected standard

Practitioners support all children, including those of different age groups and those with special educational needs and/or disabilities, to join in. They start games and encourage children to join in, particularly if there is someone playing alone. They encourage children of all ages to play together and help each other. For example, older children help younger ones to build car tracks. However, practitioners do not routinely encourage children to engage in physical activity, including outdoors, especially in the colder months. This does not fully support children to develop habits that promote their good health, whatever the weather.

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Leadership and governance Expected standard

Leaders are ambitious. They want to provide high-quality care for all children and understand that this starts with happy practitioners. They ensure practitioners feel valued and are well informed and heard. For example, they offer regular supervisions, where they speak to practitioners about their wellbeing and offer them training opportunities to further their knowledge and education. They are inclusive, ensuring both practitioners and children with special educational needs and/or disabilities are included and catered for.

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Leadership and governance Expected standard

Generally, leaders evaluate the setting appropriately and identify any areas for improvement, both big and small, to make it even better for the children. For example, leaders realised the storage shelves were taking up too much space, restricting the carpet space children had to play and build. They invested in some narrower shelving and now notice the children can use the space more effectively.

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Leadership and governance Expected standard

Leaders listen to the children and involve them in the planning, giving children a sense of ownership and belonging. They know their community and families well and ensure the club meets their needs. They link well with the school, ensuring consistency of care for the 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 thrive in this fun, welcoming after-school club, which has a home-from-home feel. They show they feel comfortable and belong as they calmly arrive, put their belongings neatly away and sit down, waiting to hear what exciting activities are on offer and to share news from their day. Practitioners show a genuine interest in each child as they individually

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Inspector:

Joanne Neenan ask children what their favourite part of their day was and listen for the answer with interest. The children show respect for each other as they sit quietly, listening to each other's news.

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Inspector:

Children show independence as they choose what to do from the wide range of activities available and help themselves to the prepared snack. They are very kind and helpful, mixing well in the different age groups. For example, older children help younger children build a very high tower, working collaboratively together. When it gets even higher, practitioners join in, building it up as high as they can. They all celebrate their work, then enjoy pulling it down together.

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Inspector:

All children are included in this friendly club, from the youngest to the eldest and those with special educational needs and/or disabilities. For example, if children are finding it overwhelming, they can go to a quiet space, or spend time one to one with adults, until they are ready to join the group again. Children can choose to engage in group games or quietly do craft activities alone or alongside other children. There are age-appropriate activities to suit children of all ages. For example, younger children choose to engage in role play with dolls, while older children enjoy card games with the practitioners. The club works hard to ensure all children are catered for well.

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Next steps

Leaders should improve the support for children to develop an understanding of how to stay fit and healthy.

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About this inspection

The inspector spoke with leaders and practitioners 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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Address:

Wellington Primary School Oatway Road Tidworth SP9 7FP

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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 : 07:30 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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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

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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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