Junior Adventures Group @ St Peters CP W6

Junior Adventures Group @ St Peters CP W6

Unique reference number (URN): 2744917 Address: St. Peters C Of E Primary School, St. Peters Road, London, W6 9BA Type: Childcare on non-domestic premises Registered with Ofsted: 19/07/2023 Registers: EYR, CCR, VCR Registered person: Junior Adventures Group UK Ltd

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Inclusion Expected standard

Leaders promote a culture of inclusion. They conduct telephone consultations with parents to discuss children's individual needs prior to them starting at the setting. Leaders and staff use this information to make reasonable adjustments to support all children to feel welcomed and included. This includes children with special educational needs and/or disabilities (SEND). Children benefit from this approach, experiencing a setting where staff value their individuality and reduce barriers to their participation. For example, staff provide alternative snacks for children with sensory needs around food.

p.2

Inclusion Expected standard

Staff use effective calming strategies for children who require support with their emotional regulation. Leaders and staff review and update these approaches regularly. They share information with parents and the school to ensure a cohesive approach towards meeting children's needs.

p.2

Inclusion Expected standard

Staff consider the needs and interests of all children and have activities available to suit different ages and abilities. For example, they have recently purchased chessboards to encourage children with SEND to share their interest with other older children.

p.2

Behaviour, attitudes and establishing routines Needs attention

Leaders and staff have not embedded secure routines and behaviour expectations. For example, staff do not communicate rules with children, despite leaders saying that this should be an embedded part of the routine. This means children do not always know what is expected of them. They do not always follow adult instructions, such as washing their hands after eating. While staff do use some effective behaviour strategies, these are not consistent. This leads to chaotic moments and uncertainty about what children should be doing.

p.2

Behaviour, attitudes and establishing routines Needs attention

Staff begin each session with a whole-group activity. For example, children sit in a circle and take turns to say their name and a fact about themselves, such as their favourite animal. Staff use this activity to complete the daily register, ensuring attendance is accurately recorded. They check the registers for important information about children, such as allergies or medical needs.

p.2

Behaviour, attitudes and establishing routines Needs attention

Staff build warm relationships with children; they listen attentively, respond to all children, and offer genuine praise. Children feel confident approaching staff, which shows they feel secure in the setting. Staff set up activities and play resources to meet the interests of different ages. They lead team games with energy and encourage children to participate. Children join in with enthusiasm, having fun and playing together successfully.

p.2

Children's welfare and wellbeing Needs attention

Children in the early years age range have a named key person, but this role is not being implemented in practice. As such, younger children do not receive the focused guidance and support they need. This is most notable during care routines, such as washing their hands. During whole-group sessions, younger children are visibly overwhelmed but do not get the timely support they need. This impacts on their confidence and wellbeing as they learn to navigate the setting alongside older children.

p.3

Children's welfare and wellbeing Needs attention

Staff create a warm, welcoming space where children typically enjoy play and social activities. Snack time is an opportunity for children to socialise with their friends. Children enjoy being given small responsibilities, such as helping to serve food to their friends. Staff prepare a variety of healthy food, including fresh fruit and vegetables, and they encourage good manners throughout.

p.3

Children's welfare and wellbeing Needs attention

After a busy day at school, children can choose whether to participate in energetic games or to rest with a book or engage in a calmer activity. These options support children to make healthy choices about food, exercise and rest.

p.3

Leadership and governance Needs attention

Senior leaders have not done enough to monitor and support staff while there have been delays in recruiting a new manager for the setting. Without a manager or deputy in place, senior leaders have not maintained sufficient oversight of the day-to-day running of the setting. They demonstrate a broad understanding of the strengths and weaknesses of the setting, but actions for improvement lack precision. Leaders have not acted quickly enough to secure improvement in the best interests of the children. Lack of management has also impacted on meaningful engagement with parents and the school.

p.3

Leadership and governance Needs attention

Leaders fail to ensure that staff fully utilise the wide range of training resources available to them. Staff do not get enough feedback or support to continually improve their practice. Senior leaders have implemented robust policies and procedures that support children's safety, including suitable recruitment processes. Staff complete mandatory core training before they can begin their roles. This ensures they have the knowledge required to keep children safe. Staff say that they feel happy in their roles.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

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

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

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

p.4

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

Due to recruitment issues, there has been no manager or deputy in place to maintain effective oversight of the setting. Senior leaders have not taken sufficient action to support and monitor staff during this time. As such, there are weaknesses in practice that have not been addressed promptly. For example, routines are not embedded, and behaviour expectations are not shared with children or applied consistently. This means children do not always know what is expected of them, resulting in instructions being ignored and moments that feel chaotic. Senior leaders have implemented robust policies that keep children safe. There are weaknesses in the key-person system that impact on the youngest children. For example, younger children sometimes feel overwhelmed during group activities and do not receive the timely support they need from their key person. This affects their confidence and wellbeing. Children generally feel secure with familiar staff. They invite staff to join their play

p.4

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

or ask them questions to engage them in conversation. Staff listen carefully to children and respond warmly. They consistently show interest and give praise for children's achievements, for example when children show models they have made.

p.5

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

Children enjoy their time at this welcoming and inclusive setting. Leaders work closely with parents before children start, to ensure they have the information required to meet children's needs. This is particularly effective when discussing the needs of children with special educational needs and/or disabilities (SEND). Leaders and staff use this information to ensure reasonable adjustments are made, and strategies implemented, to enable children with SEND to successfully access all activities. For example, staff provide a simple alternative for children with sensory issues around food, enabling them to enjoy a snack with their friends.

p.5

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:

p.5

About this inspection

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

p.5

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.

p.5

Address:

St. Peters C Of E Primary School St. Peters Road London W6 9BA

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Junior Adventures Group UK Ltd

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 16:30 - 18:00

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

p.7

Urgent improvement

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

p.8