Junior Adventures Group @ Fairholme TW14

Junior Adventures Group @ Fairholme TW14

Unique reference number (URN): 2750286 Address: Fairholme Junior & Infant School, Peacock Avenue, Feltham, TW14 8ET Type: Childcare on non-domestic premises Registered with Ofsted: 08/08/2023 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 Expected standard

Staff establish clear, predictable routines that help children understand expectations and manage transitions confidently. From arrival, routines are communicated consistently and reinforced through calm reminders and positive modelling. This supports children to move independently between activities and understand what is expected of them throughout the session. As a result, children settle quickly and make purposeful choices about how they spend their time.

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Behaviour, attitudes and establishing routines Expected standard

Staff take account of children's individual age, stage of development and personal circumstances, when supporting behaviour. For children with special educational needs and/or disabilities, strategies are adapted to reflect their specific needs, ensuring expectations are appropriate and support is proportionate. This helps children to feel understood and promotes positive behaviour across different groups.

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Behaviour, attitudes and establishing routines Expected standard

Routines are flexible and responsive. Staff adjust approaches, where needed, so routines remain supportive rather than restrictive. This ensures children who need additional time, reassurance or structure are not rushed and continue to feel secure. Staff consistently reinforce agreed expectations, which helps children to manage their behaviour and interact positively with others.

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Behaviour, attitudes and establishing routines Expected standard

Attendance and punctuality are monitored appropriately. Children arrive from school in an organised manner and transitions into the club are calm and well managed, supporting continuity in routines. Children demonstrate a clear understanding of routines and follow them willingly. They show increasing independence, for example, by organising their belongings and preparing for transitions with minimal adult direction. Older children model expectations effectively for younger peers, which further strengthens consistency across the provision.

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Behaviour, attitudes and establishing routines Expected standard

While routines and expectations are clearly established and children respond positively, leaders are still in the process of reviewing the impact of recently implemented approaches to ensure behaviour support is consistently effective across all groups of children over time.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through clear, embedded routines that promote positive daily practice. Snack times are well organised and form part of established routines that support children's health. Staff ensure food provided reflects recognised nutritional guidance and support children to understand agreed routines around snack time. Staff promote good health through consistent hygiene routines. Children follow established routines before snack, and staff reinforce understanding of health through everyday practice. Children also take part in planned activities that promote oral health. For example, staff introduce discussion and play-based resources during activities to support children's understanding of how to care for their teeth in an age-appropriate way. This helps children to develop awareness of personal health and wellbeing. Children are supported to recognise, express and manage their emotions. Staff model calm

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Children's welfare and wellbeing Expected standard

language and provide reassurance where needed, helping children to articulate feelings and resolve minor conflicts appropriately. This supports children's emotional security and confidence.

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Children's welfare and wellbeing Expected standard

Children with special educational needs and/or disabilities have their individual care needs met through agreed plans and consistent adult support. Staff implement these plans carefully to ensure children's health, emotional needs and wellbeing are appropriately addressed throughout the session.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities to take part in physical activity. These opportunities are planned and supervised, supporting children's physical wellbeing and confidence. Children engage positively in physical activities and show enjoyment and motivation when being active.

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Children's welfare and wellbeing Expected standard

While established routines and care practices are positive, leaders are still developing their processes for monitoring and reviewing the impact of these on children's wellbeing consistently over time.

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Inclusion Expected standard

Staff know children and families well and respond effectively to individual needs. They identify barriers to learning and adapt activities and routines so children can access experiences alongside their peers. Children with special educational needs and/or disabilities (SEND) are supported through agreed strategies that reflect their individual needs. Staff recognise when children require support to manage sensory demands and respond calmly using approaches, such as access to quiet spaces and sensory resources. This supports children to regulate and continue engaging in activities, including returning to group play when ready.

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Inclusion Expected standard

Children who speak English as an additional language are supported through clear communication and modelling. Staff use consistent language and allow time for children to process and respond. This helps children to understand routines, contribute to discussions and take part confidently in activities.

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Inclusion Expected standard

Leaders and staff work in partnership with parents and the school to support children's needs. Relevant information is shared appropriately to promote consistency of strategies and expectations. Staff training supports this work and helps ensure approaches are applied consistently.

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Inclusion Expected standard

While strategies are effective, leaders are still developing their processes for monitoring and reviewing the impact of support consistently over time. As a result, children with SEND are able to engage positively in the life of the club. Support is well matched, barriers to learning are reduced and children remain involved in activities and routines.

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Leadership and governance Expected standard

Leaders provide clear oversight of the provision and ensure it is organised and well managed. They understand the needs of the children who attend and ensure policies and procedures are applied consistently. This supports a stable environment, where children's welfare, behaviour and routines are prioritised.

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Leadership and governance Expected standard

Leaders take a reflective approach to improvement. They have introduced action plans to strengthen practice and are working to embed these across the provision. Leaders monitor how agreed approaches are implemented, supporting consistency in daily practice. This is helping to secure more consistent application of routines and support strategies.

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Leadership and governance Expected standard

Staff receive appropriate training and support. Leaders use training and regular communication to support consistent practice, particularly in relation to meeting the needs of children with special educational needs and/or disabilities. This helps staff to apply agreed approaches consistently across the provision.

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Leadership and governance Expected standard

Leaders work closely with parents and the school to support children's experiences. Parents report that communication is clear and that staff know their children well. Some parents comment positively on the impact the provision has on their children's behaviour, confidence and enjoyment. Leaders welcome feedback from parents and use this to inform ongoing development.

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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 enjoy attending the out-of-school club and arrive feeling welcomed, settled and secure. Staff greet children warmly and acknowledge them individually, which supports calm transitions from the school day into the club. Positive relationships between staff and children are evident and help children to feel confident and at ease in the setting.

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

Children behave well and demonstrate positive attitudes towards one another. They understand the club's routines and respond positively to staff guidance. Older children show maturity and empathy, often supporting younger children to understand routines and join activities. This contributes to a calm and cooperative environment, where children feel included and able to participate fully. Children benefit from a range of activities that reflect their interests and encourage engagement, including creative, construction and physical play. Staff support children to access activities and sustain involvement. For example, when a child was unsure what to do, a staff member provided reassurance and discussed the range of activities available, helping the child to make a choice and settle into play. This demonstrates how timely adult support helps children to participate positively without drawing attention to individual circumstances.

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

Children with special educational needs and/or disabilities (SEND) are supported through agreed strategies that help them to manage sensory needs and regulate their emotions. Staff respond calmly when children require additional support and provide access to quiet spaces or sensory resources. Children are supported to rejoin group play when ready, ensuring continuity in their social experiences alongside their peers.

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

Children's views are actively valued. During the observed welcome meeting, children were encouraged to share their ideas and interests, and staff responded positively to these contributions. This supports children to feel listened to and helps inform the activities on offer. Overall, children experience a supportive environment, where routines and inclusive

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Address:

Fairholme Junior & Infant School Peacock Avenue Feltham TW14 8ET

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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 : 15:30 - 18:00 practices are effective and becoming securely embedded, supporting their wellbeing, positive behaviour and enjoyment of the club.

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Next steps

Leaders should continue to build on recently implemented action plans and review their impact so that children continue to benefit from consistently effective provision over time.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator and assistants 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. Local authority: Hounslow

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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. 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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