Junior Adventures Group @ Goring RG8

Junior Adventures Group @ Goring RG8

Unique reference number (URN): EY473465 Address: Goring C of E Primary School, Wallingford Road, Goring, READING, RG8 0BG Type: Childcare on non-domestic premises Registered with Ofsted: 23/12/2013 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

Children learn to respect one another and demonstrate a clear understanding of the club's expectations. They confidently recite the rules and explain why these are important. During group discussions, children generally sit calmly and listen attentively as their friends share their news, raising their hands and waiting patiently for their turn to speak.

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Behaviour, attitudes and establishing routines Expected standard

Children show kindness towards each other. For example, children volunteer to help staff tidy away, while others proudly teach their friends how to learn new skills. Staff recognise and praise these thoughtful actions, reinforcing positive behaviour. Firm friendships are formed across the club. Younger children look up to older peers as role models, and mixed- age play is a natural part of the session. For instance, children of different ages enjoy playing football together, sharing skills and learning from one another as they play.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and respond positively to the club's expectations. Staff are usually prompt in offering reminders that help maintain a calm and orderly environment. However, there are times when children are left waiting for too long, which results in some becoming distracted.

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Behaviour, attitudes and establishing routines Expected standard

Staff are aware of the importance of attendance and complete a welfare check for any booked sessions where children do not arrive.

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Children's welfare and wellbeing Expected standard

Staff promote children's independence throughout daily routines. They are offered a range of healthy choices, such as fruit, vegetables, cheese, ham and bagels. Staff provide appropriate tools so that children can confidently serve themselves. Children also take responsibility for tidying their plates once they have finished. These routines show that children have a secure understanding of the expectations within the club.

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Children's welfare and wellbeing Expected standard

The club puts measures in place to meet the dietary needs of all children. Staff follow clear procedures to prevent cross contamination, including the use of colour-coded plates and serving children with specific dietary requirements first. These routines help create a safe, inclusive mealtime environment. Children show secure understanding of healthy routines, washing their hands independently after outdoor play and before eating. Staff reinforce these habits through modelling and by maintaining safer eating practices, such as ensuring an adult is always seated with the children during meals. This supports positive social interaction, supervision and the development of good table habits.

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Children's welfare and wellbeing Expected standard

Children form secure and trusting attachments with staff, who engage warmly and consistently in their play. Staff join in with activities, such as storytelling and drawing. They use these moments to spark conversations and extend children's thinking. During daily welcome meetings, children are encouraged to share their feelings. Staff use a thumbs up and thumbs down system to support those who may be more hesitant to speak, giving children a safe and accessible way to express their emotions.

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Inclusion Expected standard

Leaders have robust systems in place to identify children, who may require additional support. They work closely with the school, the special educational needs coordinator and parents to ensure each child's individual needs are understood and met. When parents let the club know their child needs additional help, they are invited to an inclusion meeting, where a personalised care plan is created together. These plans are reviewed often using the graduated approach to ensure the support stays right for the child. This thoughtful process helps families feel reassured and involved.

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Inclusion Expected standard

The club has developed effective strategies to provide tailored support, including a 'Buddy system' for children who benefit from one-to-one guidance. They provide a range of resources that help all children access and engage with the provision. These include visual timetables, now and next boards, wobble cushions to aid sitting and timers to support focus and transitions.

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Leadership and governance Expected standard

Leaders reflect on their practice and take proactive steps to address emerging challenges. Recently, the club identified the need to expand its team, and leaders ensured that all safer recruitment procedures were followed throughout the process. They also provide effective support to the club, stepping in to cover staff absences when needed. Staff report that they feel supported by the leadership team.

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Leadership and governance Expected standard

Staff have regular supervision, where they receive constructive feedback to strengthen practice. Leaders keep track of all required training and make sure it is completed on time. They have recently taken part in trauma-informed training, which has helped them better understand how children's experiences can affect their behaviour and emotions. They are now sharing this learning with the rest of the team, so everyone can use the same supportive approach.

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Leadership and governance Expected standard

Leaders gather detailed information from parents before children start that help staff understand each child's needs. They also maintain effective working relationships with the school, meeting termly to share updates. Parents speak positively about the club, commenting that their children look forward to attending and have formed warm, trusting relationships with staff. However, parents do not consistently receive feedback about what their children have been doing at the club. This limits opportunities for them to stay fully informed.

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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

Staff greet children warmly as they arrive, creating an inviting and relaxed atmosphere. Children confidently organise their belongings and quickly settle in, chatting happily with one another. Staff engage them in genuine conversations about their day, and children eagerly share what they have been learning at school. For example, children proudly share what they have been learning on musical instruments, demonstrating the skills they have mastered. Staff respond with enthusiastic praise for their achievement.

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About this setting

During the welcome meeting, children take turns sharing their holiday news, creating a lively and inclusive start to the session. Staff gently encourage everyone to listen respectfully to their friends, helping to improve communication skills. Children confidently raise their hands and wait patiently for their turn to speak, showing clear understanding of the group's routines and expectations.

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About this setting

Children choose from a wide range of engaging activities that reflect their interests. Staff actively involve them in planning the week's programme, giving children a voice in shaping their experiences. Using activity cards, children independently select what they would like to do, reinforcing their sense of ownership and choice. The activities provided link to the 7 areas of learning, demonstrating the club's understanding of child development and wellbeing.

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About this setting

Staff organise the room into clearly defined activity zones. These zones offer a range of creative, imaginative and calming experiences. Children engage in activities, such as mask making, small-world play, construction challenges and independent drawing. Each area supports different areas of development. A dedicated quiet area is also available for those who prefer time away from the busier parts of the room, helping them regulate and recharge. Throughout the session, staff are actively involved, sitting with children to share books, model language and build positive relationships.

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Next steps

Leaders should adapt activities to meet the needs of the individual children, to ensure focused engagement to promote positive behaviour. Leaders should strengthen opportunities to keep parents updated on the activities that take place in the club.

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About this inspection

The inspector spoke with leaders and staff 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. Unique reference number (URN): EY473465

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Address:

Goring C of E Primary School, Wallingford Road Goring READING RG8 0BG

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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 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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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