Junior Adventures Group @ Darrick Wood BR6

Junior Adventures Group @ Darrick Wood BR6

Unique reference number (URN): 2750266 Address: Darrick Wood Infant School, Lovibonds Avenue, Orpington, BR6 8ER 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

Leaders create a safe, calm and welcoming space, where children enjoy playing with friends and engage in activities. Leaders and practitioners have agreed boundaries and expectations for behaviour for all children, including children with special educational needs and/or disabilities (SEND) and those who face barriers to learning. Leaders get children's attention during activities by saying 'hands on top', children repeat and follow the action until everyone is looking and ready for the instruction. Children know and understand the rules, routines and expectations for behaviour and behave well. They talk to practitioners about what they are doing and feel proud of their work. Leaders have a 'can-do' attitude and want to 'make a difference'. Children who previously did not like attending now like coming because leaders take an interest in them and find things that they enjoy. Leaders support children's age and stage of development by offering a range of activities to reinforce skills

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Behaviour, attitudes and establishing routines Expected standard

children already have and encourage independence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders prioritise the importance of attendance and punctuality. Parents arrive on time to collect children. Children are dismissed in an orderly manner following procedures that keep children safe. Leaders give parents updates to inform them about their day.

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Children's welfare and wellbeing Expected standard

Leaders look at registers the day before to see which children are attending, and plan activities to meet children's individual needs and interests.

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Children's welfare and wellbeing Expected standard

After circle time introductions, leaders encourage children to wash their hands before eating food. They teach all children, including children with special educational needs and/or disabilities and those who face barriers to learning, to make healthy food choices and provide a selection of healthy meal options for children to choose from. For example, buttered or not buttered wholemeal bread, chopped up apple, cherry tomatoes, grapes, chopped up cucumber, sweetcorn, grated cheese, ham and tuna. Leaders have systems in place to support children who have allergies and food preferences, to meet children's dietary requirements. This ensures children's personal safety and wellbeing are met. Staff call children with wristbands first. Children line up and choose the foods that they would like to eat before sitting at the table with their friends. Children wait patiently to get their food. Practitioners serve food to children. However, this is a missed opportunity for children to

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Children's welfare and wellbeing Expected standard

develop further autonomy and independence in helping to set up for mealtimes and self- serve.

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Children's welfare and wellbeing Expected standard

Children work well together and practitioners praise children for their efforts. This boosts children's confidence and encourages them to persevere on chosen activities. Children choose from a range of activities. For example, clay, paints, glue, card, colouring pictures, trains and road mat, Lego, constructo-straws, book area, quiet space. Leaders and practitioners support children to create paintings and patterns, which they excitedly cannot wait to take home. Children enjoy attending the club. They love the food and say that they enjoy attending because 'we do fun stuff'.

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Inclusion Expected standard

Leaders can see when a child with special educational needs and/or disabilities (SEND) or children who may face barriers to learning are attending the setting. They adjust provision to ensure these children are supported when they attend. This might mean lowering the ratio, having additional staff or choosing resources that practitioners know children like. Prior to children's first session, leaders arrange a supportive call to gather information about children. They use this information to complete an individual, inclusion support plan to support children's needs. They share it with staff and carry out risk assessments before children arrive.

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Inclusion Expected standard

Leaders and managers liaise with school staff regarding children's needs to ensure that children receive the support and care to meet their needs. They observe children during handover and speak to teachers about children's day. Leaders speak to parents and about home routines that support children's needs, so they can replicate the same strategies in the setting.

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Inclusion Expected standard

Leaders are trained to identify and support children's needs. They use what they already know about children to plan activities. They know where to seek additional support from school staff and outside agencies. Leaders support all children, including children with SEND and those who face barriers to learning, to feel calm, so that they can focus during activities. They provide children with ear defenders to wear if they wish, to reduce background noise from the echoing hall.

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Leadership and governance Expected standard

Leaders share policies and procedures that keep children safe with practitioners and parents. Parents book sessions for children online with ease, sometimes at short notice. Leaders engage with parents and professionals thoughtfully and positively in a way that supports children's welfare and education.

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Leadership and governance Expected standard

Leaders carry out termly supervisions to ensure that staff know and follow policies and procedures. When leaders receive important information about children's needs, they share it with staff in a group chat. For example, information about children with allergies is shared to the team, so that everyone is equipped to support children's individual needs. Leaders also share safeguarding questions for staff to respond to in a group coaching format. This supports learning and encourages a 'can-do' approach.

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Leadership and governance Expected standard

Leaders' biggest challenge is staff retention. In the past, there has been a lot of agency staff. As a result, leaders continue to work hard to retain good staff so there is consistency in policy and practice. They acknowledge that this is especially important for meeting the needs of children with special educational needs and/or disabilities and those who face barriers to learning. This continues to be an area of focus. All staff receive training, so that they feel confident to support children's needs and keep them safe. Staff from this setting also work at other holiday clubs. They say, 'support from leaders is great, I feel able to do my job well.'

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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

All children who attend this setting, including children with special educational needs and/ or disabilities (SEND) or those who may face barriers to learning, are happy and behave well. They listen to practitioners and engage positively in activities and discussions. Children express thoughts and ideas freely and feel supported and secure to make independent choices. They form good relationships with leaders and practitioners and very often do not want their session to end.

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Address:

Darrick Wood Infant School Lovibonds Avenue Orpington BR6 8ER Children know what to expect when they attend and adjust well to the rules and routines after spending the day at school. All children love the food that practitioners prepare. They get to choose what they want to eat from a selection of healthy dishes and they know that they can have more if they want to. Practitioners show genuine care for children and ensure that all children have something to eat.

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Address:

Practitioners know children well. They plan fun activities that children enjoy. This keeps children interested, engaged and eager to return. Practitioners love supporting children and parents in this way, as this make children happy. They engage well in activities and respond positively to praise. Children cement and build new relationships and have fun with friends. They talk confidently about what they are doing, feel proud of their achievements and cannot wait to show their parents.

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Next steps

Leaders should provide opportunities for children to help with setting up and self-serve at mealtimes, to encourage independence and autonomy. Leaders should consider how to consistently recruit, develop and retain high-quality staff.

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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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Junior Adventures Group UK Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 16:30,Monday,Tuesday,Wednesday,Thursday,Friday : 16:30 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 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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