The Big Adventure Club Brookfield

The Big Adventure Club Brookfield

Unique reference number (URN): 511583 Address: Cartwright Drive, Shaw, Swindon, Wiltshire, SN5 5SB Type: Childcare on non-domestic premises Registered with Ofsted: 08/03/2000 Registers: EYR, CCR, VCR Registered person: The Big Adventure Club Limited

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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

Leaders embed a calm and harmonious environment, where expectations for behaviour and routines are clear, consistent and well understood by children and staff. Children arrive promptly and follow familiar routines, such as sitting together for registration before choosing activities. Transitions between registration, play and snack time are smooth and well managed. These predictable routines help children to feel secure and confident within the club.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between practitioners and children are warm, respectful and trusting. Staff know children well and use calm, supportive interactions to help them manage their feelings and behaviour in age-appropriate ways. Practitioners consistently model respectful behaviour and reinforce expectations through everyday moments. This supports children's understanding of how to regulate their own behaviour and make positive choices independently.

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Behaviour, attitudes and establishing routines Strong standard

Children are supported well to collaborate and get along with others. Older children naturally take on responsibility, helping younger children to access activities, resolve minor disagreements and use equipment safely, such as reminding peers about the safe use of scissors. This peer support promotes kindness, respect and a strong sense of community across the wide age range attending the club.

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Behaviour, attitudes and establishing routines Strong standard

Leaders place a strong emphasis on punctuality and attendance. Attendance is monitored closely in partnership with the school, and leaders work with families to address any emerging patterns or concerns. Practitioners adapt their approach sensitively, taking account of children's age, stage of development and individual circumstances while maintaining high expectations. As a result, children demonstrate consistently positive behaviour, strong self-regulation and respectful relationships with others.

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Children's welfare and wellbeing Strong standard

Leaders and practitioners consistently prioritise children's welfare and wellbeing, creating a nurturing and inclusive environment, where children feel safe, secure and well cared for. Staff know children well and respond sensitively to individual needs, adapting care and support as children's circumstances change. This ensures that all children, including those who may face barriers to their wellbeing, experience consistent and effective care during their time at the club.

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Children's welfare and wellbeing Strong standard

Secure and responsive relationships between children and familiar staff are a clear strength. Practitioners regularly check in with children about their day and emotional state, particularly during arrival and registration times. This helps children feel listened to and reassured. Children are confident to express their feelings and seek support when needed, which supports a strong sense of emotional security and trust.

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Children's welfare and wellbeing Strong standard

Children are supported well to understand their physical health, personal safety and wellbeing. Daily routines promote healthy habits, such as children independently washing their hands before snack time and choosing what they would like to eat. Staff use snack times and play opportunities to talk with children about healthy food choices, physical activity and staying safe, supporting children to develop positive attitudes towards self-care.

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Children's welfare and wellbeing Strong standard

Well-established routines, including calm transitions from school and structured snack times, support children's individual needs and help them to feel settled after the school day. As a result, children develop independence, resilience and a secure foundation for their ongoing wellbeing.

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Inclusion Strong standard

Leaders establish an inclusive culture in which children are known well, valued as individuals and supported to take part fully in the life of the club. Staff draw on their strong knowledge of children, alongside daily registration routines, attendance monitoring and regular wellbeing conversations, to identify emerging needs promptly and respond appropriately. Leaders have clear and well-understood systems in place to assess need, share information with the school and adapt support swiftly should barriers arise.

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Inclusion Strong standard

Leaders take effective action to reduce barriers to children's wellbeing and participation through flexible routines, responsive activity planning and reasonable adjustments. Staff adapt activities to reflect children's interests and individual preferences. They provide sensitive support for children who need reassurance or who prefer to play independently, while ensuring they remain included through regular, gentle check ins. Leaders monitor children's engagement and attendance in partnership with families and the school, reviewing support where patterns or concerns emerge and adapting practice to sustain positive impact.

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Inclusion Strong standard

Staff receive training in special educational needs and/or disabilities (SEND) as part of ongoing professional development, supporting a graduated approach and confidence in working with families, professionals and external agencies when required. Leaders work closely with the school to support vulnerable children, including providing emergency care placements and free places through holiday provision, where early years pupil premium funding applies. Leaders recognise the importance of using local SEND information strategically as the provision continues to develop, ensuring inclusive access remains responsive to the needs of the community it serves.

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Leadership and governance Strong standard

Leaders demonstrate a strong commitment to providing high-quality care and maintaining consistent standards across the provision. A recent change in leadership, including the appointment of an area manager, has strengthened leadership capacity, quality assurance and oversight across after-school and holiday provision. This has improved consistency in practice, strengthened support for managers and ensured that expectations for safeguarding, routines and inclusion are applied securely across settings.

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Leadership and governance Strong standard

Leaders have a clear and accurate understanding of the setting's strengths and use reflective self-evaluation to identify and act on priorities for improvement. This includes honest professional dialogue about areas to strengthen further, such as the strategic use of local information on special educational needs and/or disabilities (SEND). Decisions are consistently made in the best interests of children, including those who may be disadvantaged or face barriers to wellbeing. Leaders work closely with the school to share information, monitor attendance and safeguarding concerns, and ensure timely support for vulnerable children.

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Leadership and governance Strong standard

Leaders are mindful of staff wellbeing and workload in their decision-making. Regular supervision, open communication and shared responsibility across settings support a positive and professional working culture. This contributes to staff stability, confidence and consistency, which strengthens children's relationships and experiences.

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Leadership and governance Strong standard

Professional development is prioritised and closely aligned with improvement priorities. Leaders track training systematically, including safeguarding, SEND and first aid, and use peer observations and reflective discussions to improve practice. This has a positive impact on staff confidence, vigilance and consistency of care.

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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 experience a calm and welcoming club, where they feel safe, valued and known as individuals. Staff collect children from their classrooms and support a smooth transition into the club. On arrival, children sit together for registration and take part in an emotional check in, where staff ask about their day. This consistent routine helps children to feel listened to and emotionally supported. As a result, children settle quickly, regulate their emotions well and move confidently into play, ready to relax and enjoy their time at the club.

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

Children achieve well through purposeful play and everyday interactions. They independently select from a range of accessible activities that reflect their interests, including creative activities, construction and play dough. Staff join children's play and use warm, purposeful conversation to extend thinking, such as encouraging children to talk about shapes, colours and textures as they create. Older children naturally take responsibility for supporting younger peers, helping them to join activities and reminding them about using resources safely. This supports children to develop confidence, independence and positive social skills that prepare them well for their next stages.

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

Children have a strong sense of belonging because relationships with adults are secure, responsive and trusting. Staff know children well and respond sensitively to individual preferences, including supporting children who choose to play independently while ensuring they remain included through regular, gentle check ins. Children are confident to seek support, when needed, and feel reassured by familiar adults. Parents speak very positively about the provision and describe high levels of trust in staff, reinforcing children's sense of security and belonging within the club.

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

Children thrive because leaders have established routines that prioritise safety, wellbeing and enjoyment. Children follow well-established hygiene routines before snack time and are supported to make choices about whether they would like to eat. Snack times are calm and

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Address:

Cartwright Drive Shaw Swindon Wiltshire SN5 5SB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Big Adventure Club Limited

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Address:

Register(s): EYR, CCR, VCR social, helping children to feel settled and cared for after the school day. As a result, children feel comfortable, secure and able to thoroughly enjoy their time in the club.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, children and parents 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:30,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

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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