Junior Adventures Group @ St Johns ME14

Junior Adventures Group @ St Johns ME14

Unique reference number (URN): EY557744 Address: St. Johns C Of E Primary School, Provender Way, Weavering, Maidstone, Kent, ME14 5TZ Type: Childcare on non-domestic premises Registered with Ofsted: 21/02/2018 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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Inclusion Strong standard

Children thrive in a wonderfully inclusive and nurturing environment. The staff are well acquainted with both the children and their families and they actively address each child's unique needs. They work with parents to create tailored plans that clearly identify children's needs and the views of their parents and other people involved in their care. This includes settling-in sessions, where required, so children feel comfortable and confident in the club. This inclusive approach guarantees that children with special educational needs and/or disabilities, as well as those with barriers to their learning, can enjoy a wide range of activities and opportunities. For instance, leaders collaborate with various agencies that are involved in the care of children to secure funding. They work tirelessly to ensure that this is in place for eligible children. This guarantees that those who require the club can utilise it

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Inclusion Strong standard

during holidays to enhance their care and development.

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Inclusion Strong standard

Additionally, the club maintains a solid relationship with the school, collaborating closely with class teachers and the school's special educational needs coordinator to guarantee that strategies and methods are aligned. This teamwork offers children both clarity and comfort through their unified approach.

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Inclusion Strong standard

The club makes sure they possess the necessary resources and tools to assist both children and staff effectively. For example, the staff receive training on how to cater to the diverse needs of children. Resources such as now and next boards, wobble chairs and tents provide children with the space and time they require to manage their behaviour and emotions.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff ensure that children are clear about the rules and behaviour expectations to provide consistency. For example, once children are settled, they come together as a group to vote on what they want to do during the session and to recap the behaviour expectations and rules. Children are clear about what is expected and offer examples, such as telling a member of staff if they want to go to the toilet, not kicking balls higher than the marked points on the wall and sharing the resources. Children display respectful manners and staff offer praise and recognition. Children know that they can approach staff for help and support. For example, small disagreements about sharing are dealt with sensitively and quickly.

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Behaviour, attitudes and establishing routines Expected standard

Children show that they are enjoying the activities on offer. They particularly enjoy the craft materials and show sustained concentration at what they set out to do. Children collaborate together during group games; however, they could be given further independence and responsibility to manage team games on their own. Leaders ensure that children are always accounted for, and headcounts are common practice as children transition inside and out. Routines are consistent and well managed, and children know what to expect and what is going to happen next. If children are due to attend the club and have not arrived, prompt calls are made to parents to enquire about their child's wellbeing.

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Children's welfare and wellbeing Expected standard

Children show a positive understanding of how to maintain healthy lifestyles; staff motivate them to take charge of their own care needs, such as accessing the toilet and washing their hands before eating. Children enjoy being able to explore their physical skills as they play football, participate in team games and navigate the play frames with ease and confidence.

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Children's welfare and wellbeing Expected standard

Nevertheless, additional assistance in children acquiring age-appropriate knowledge and skills related to technology and online safety would enhance their understanding and equip them with lifelong skills, regarding healthy habits. While staff do offer guidance to parents about the dangers of online apps and games, this information is not directly communicated to children.

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Children's welfare and wellbeing Expected standard

Leaders place a strong emphasis on the welfare and wellbeing of children in the setting. Children experience a sense of safety, care and security within the club. The trusting relationships formed with staff enable children to adjust quickly. Children are aware that staff are attentive and responsive to their individual needs. Younger children have a dedicated key person, who knows their preferences and routines. However, at times, children are not provided with the level of independence they are capable of to assist with routines. For example, mealtimes can be quite lengthy as children wait for staff to serve their choice of food and pour drinks. Leaders recognise this weakness and the further opportunities they could provide children to develop their independence.

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Leadership and governance Expected standard

Leaders are responsible for the efficient daily operations of the club while also supporting the welfare, behaviour and learning of the children appropriately. Recently, there have been changes in the club's management. This has positively influenced the environment as leaders bring in fresh ideas and make sure that the voices of the children are acknowledged. Consequently, children enjoy a safe, well-structured and inviting atmosphere.

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Leadership and governance Expected standard

Leaders offer support, training and professional development opportunities for their staff. The training emphasises the enhancement of staff's practice and also reflects the unique needs of children, such as trauma training and the identification of autism in girls. This equips staff with the essential skills and knowledge to recognise and assist children, fostering an inclusive environment. Staff members indicate that their wellbeing is considered to guarantee manageable workloads. Additionally, new employees receive thorough inductions to ensure they have the required training and skills prior to beginning their roles.

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Leadership and governance Expected standard

Leaders understand the strengths and areas for improvement required across the club. Area leads attend the club regularly to observe practice and ensure that requirements are being met and policies are being implemented effectively. Leaders work in collaboration with parents, the host school and the local authority to provide continuity of care and secure positive outcomes for all children.

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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 come into a cheerful, well-structured and inviting atmosphere. Staff warmly welcome the children and enquire about their feelings after the school day. The transition from school is seamless and closely monitored, allowing children to arrive with confidence.

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Inspector:

Kelly Southern Defined routines ensure that children understand what to do as soon as they walk in. These familiar routines assist children in settling down quickly and feeling safe. Staff demonstrate positive and respectful ways of communicating. Children exhibit positive and kind behaviour. For instance, the older children take on a caring role for the youngest children, helping them to join in games and supporting them in finding their belongings, when it is time to go home.

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Inspector:

Children enjoy attending the club and say they feel safe and well cared for. They enjoy having their voices heard and being able to vote and choose the games and activities they will take part in during the session. Every child, no matter their special educational needs and/or disabilities or any learning barriers, receives effective support and inclusion. The staff have a deep understanding of each child enrolled and maintain strong connections with the school and other organisations involved in the care of children, ensuring that their diverse needs are met with accuracy.

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Inspector:

Children show a strong sense of belonging at the club and exhibit high levels of wellbeing after their school day. They are offered food and drinks, along with chances to socialise or engage in independent play. Children make purposeful decisions about how they want to spend their time at the club. They transition between activities with confidence, deciding whether to stay inside or enjoy the spacious and welcoming outdoor play area. This environment helps children feel at ease and secure, providing them with opportunities to participate in activities and environments that they prefer.

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Next steps

Leaders should support staff to further enhance children's independence skills to help them manage their personal needs, such as during mealtimes and while organising team games. Leaders should focus staff's development on building children's understanding of how to make healthy choices about screen time and the use of the internet.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, 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.

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Address:

St. Johns C Of E Primary School Provender Way, Weavering Maidstone Kent ME14 5TZ

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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. 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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