Juno Childcare Club Ltd

Juno Childcare Club Ltd

Unique reference number (URN): 2743613 Address: Edward Bryant Primary School, London Road, Bognor Regis, PO21 1BG Type: Childcare on non-domestic premises Registered with Ofsted: 21/08/2023 Registers: EYR, CCR, VCR Registered person: Juno childcare Club 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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Inclusion Strong standard

Leaders and staff create a deeply inclusive culture that is built on knowing children exceptionally well. Staff respond with warmth, consistency and professional curiosity. They make it a priority to gather key information from families, schools and other professionals. This ensures children's individual needs are identified quickly and met with robust, joined-up support.

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Inclusion Strong standard

Staff make thoughtful adaptions so every child can participate confidently. They adjust routines, provide quiet spaces and use calm responses to help children regulate. Staff help children who face barriers to their wellbeing, to feel understood and fully involved. They use personalised strategies and follow their lead in play and routines. Leaders secure funding to extend childcare hours, enabling more families access to flexible, high-quality care. This supports children's continuity, wellbeing and positive engagement in the setting.

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Inclusion Strong standard

Leaders prioritise training staff on the graduated approach and embed this through regular supervision and peer observations. Staff apply this confidently, using accurate recording and consistent procedures. Leaders review what is working well, adjust support where needed and ensure strategies remain effective. Consequently, children thrive socially and emotionally. They build extremely trusting relationships with staff and participate positively in all aspects of the setting.

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Leadership and governance Strong standard

Leaders provide solid and purposeful leadership to ensure the setting operates with clarity, consistency and a clear focus on children's wellbeing. They have a strong vision and want all children to fully enjoy their time at the setting, striving to provide the best opportunities. Leaders have a secure grasp of what the setting does well and where further development will add the most value, such as supporting families with flexible childcare in line with the needs of the local community.

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Leadership and governance Strong standard

Leaders have an excellent understanding of the diverse needs of the community, children and families who attend. Systems to identify children who may need additional support are well established and effective. Adjustments are made promptly and the impact is monitored regularly to ensure support is appropriate and current. Leaders remain alert to children's changing needs and family circumstances. As a result, children experience a responsive setting, where they are fully understood.

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Leadership and governance Strong standard

Staff supervision sessions are highly effective and provide valuable support for staff wellbeing and workload. Leaders prioritise high-quality training, ensuring staff develop strong knowledge in areas, such as neurodiversity and children's mental health. This sustained investment in professional development ensures staff practice remains reflective and responsive to children's needs.

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Behaviour, attitudes and establishing routines Expected standard

Typically, leaders and staff establish a positive environment, where expectations for behaviour are clear and constant. Staff model calm and respectful interactions, which helps children mirror these behaviours in their play. Children show friendly and cooperative interactions, with older children often supporting their younger peers. This reflects a positive community spirit. Staff build trusting relationships with children, who confidently seek help when needed, such as when building large creations with foam squares. Staff respond positively, modelling problem-solving skills and teamwork. They encourage children to persist and praise them for their achievements. This strengthens children's self-esteem and develops their growing social skills.

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Behaviour, attitudes and establishing routines Expected standard

Generally, staff support children to take turns, negotiate minor disagreements and adapt expectations, according to children's age and stage of development. They understand individual children's circumstances and respond with care and consistency. The transition between the school and the setting are smooth and well coordinated. This supports all children to settle quickly, behave well and engage confidently in routines and activities. Leaders work closely with parents and the school to promote punctuality and attendance. They maintain clear communication so that children are not absent without explanation.

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Children's welfare and wellbeing Expected standard

Staff meet all children's individual needs effectively through calm and responsive care that helps them to feel secure from the moment they arrive. Secure and trusting relationships underpin children's emotional wellbeing. Staff support younger children to settle by guiding them through their feelings, reassuring them that they are safe and understood. They offer clear explanations and model language that supports children's emotional regulation. Staff notice when children would benefit from more physical activity and adapt the routine accordingly, such as taking children outside for ball games. These timely adjustments support children's physical skills, turn-taking, problem-solving and wellbeing.

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Children's welfare and wellbeing Expected standard

Staff support children to learn about healthy lifestyles through consistent hygiene routines, such as washing hands before mealtimes. Children let staff know when they need to use the toilet and staff use a simple sign-out method, while encouraging them to manage the routine independently. Staff support children in taking part in particular responsibilities, such as putting away their belongings and tidying away toys. However, staff sometimes complete tasks that children are capable of doing themselves, such as pouring drinks and simple food preparation. This limits opportunities for children to practise and strengthen these skills consistently.

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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 thrive in this welcoming and inclusive setting. They are warmly greeted by staff, who know them well. Children independently put away their belongings and find their name as part of self-registration, showing routines are well embedded. This helps to promote children's independence and sense of responsibility. Children form secure relationships with staff and peers, talking about their day at school. This sparks rich conversations about topics, such as the Great Fire of London. Staff listen attentively and ask purposeful

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Address:

Edward Bryant Primary School London Road questions, encouraging children to share their experiences. This supports high-quality interactions that extends children's language, curiosity and understanding of the world.

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Address:

Children's experiences reflect their individual needs and interests. Staff gather information from parents and school to ensure support is well matched. They recognise when children need time to unwind or when they would benefit from more active play, adapting the environment accordingly. Staff promote regular attendance through effective partnerships with families. This approach helps all children, including those who face barriers to their wellbeing, feel understood and fully enjoy their time at the setting.

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Address:

Children engage in a wide variety of well-planned activities and show consistently positive attitudes to learning. They confidently make predictions, such as who has the most playing cards, demonstrating their ability to compare basic quantities. Staff show a genuine interest in children's play and build on what they already know by asking questions. As children match cards, count and anticipate outcomes, they show sustained concentration. This deepens their reasoning, thinking and language skills.

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Next steps

Leaders should support staff to extend opportunities for children to develop their growing independence skills, particularly during mealtimes.

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About this inspection

The inspector spoke with leaders, staff, parents and children 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. Bognor Regis PO21 1BG Type: Childcare on non-domestic premises

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About this inspection

Registered person: Juno childcare Club Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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

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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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