The Big Adventure Club Ltd Priestley School

The Big Adventure Club Ltd Priestley School

Unique reference number (URN): 2768383 Address: Priestley Primary School, Prince Charles Drive, Calne, SN11 8TG Type: Childcare on non-domestic premises Registered with Ofsted: 19/12/2023 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 Expected standard

Practitioners are good role models, showing children respect, listening to them and playing with them. They are skilled at supporting children's play, where needed, such as joining in with sorting games with younger children. Practitioners recognise when children are happy playing independently. Children of varying ages are kind and supportive towards each other. They play with and alongside each other happily, with older children supporting younger children with activities. For example, children play with air clay, sharing colours and discussing what they are creating. Older children help younger ones to open the packets of clay when they struggle.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the routine of the afternoon. When they arrive, they place their belongings in their lockers, eager to see what is on offer that afternoon. However, practitioners do not consistently gain children's attention effectively before speaking to them as a group. This means children are unsure of exactly what is happening that afternoon, and their behaviour sometimes reflects this uncertainty.

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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure they share expectations of the club with parents and carers when their children first start. They explain the importance of collecting children at the agreed times. Practitioners discuss children, getting to know any individual circumstances they need to take into account, before children start.

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Children's welfare and wellbeing Expected standard

Practitioners are typically effective at meeting all children's needs, including those with special educational needs and/or disabilities. They get to know children and families well. Practitioners warmly greet parents and carers, when they come to collect their children, passing on any messages from school. They check in with children when they arrive, finding out how their day at school has been, and noticing if they need extra support. For example, practitioners notice when children are becoming unsettled and need a change of scene, and suggest they come outside for a play.

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Children's welfare and wellbeing Expected standard

Children are generally kind to each other, and celebrate the achievements of others. For example, children hold a 'talent show' after snack time. Most children, including the youngest children, confidently take turns performing songs and other talents in front of their friends. They all cheer each other on and praise each other, creating a happy, supportive atmosphere. This boosts children's wellbeing. Snack times are sociable, where children and practitioners sit and discuss their day while they eat healthy snacks, such as fruit. Children manage their own personal hygiene as they wash their hands before eating and after using the toilet.

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Inclusion Expected standard

The after-school club is very inclusive to all children's varying needs. Practitioners generally link with parents and carers and the school to ensure they know children well, and know how to best meet their needs. For example, when children struggle with managing their emotions, practitioners encourage them to do breathing exercises with them to help them calm down. These are also techniques that are used at home and school. Children enjoy doing these and become calmer as they breathe while following the pictures on the cards with their fingers. Children have quieter spaces they can go to, if they need some time alone. Practitioners undertake training to ensure they stay up to date with inclusive practice. They use this knowledge when supporting the children in their care.

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Inclusion Expected standard

Practitioners in the after-school club are typically aware of the needs of different families, and make provisions to ensure everyone is catered for. For example, if families need emergency care due to a change of circumstances, such as parents being deployed away for work, managers allow children to start, or change hours, with very short notice. In consultation with the school, managers provide spaces free of charge, for children experiencing difficulties at home, who really need the extra care.

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Leadership and governance Expected standard

The owners and leaders are effective at evaluating the after-school club and making changes where needed. This ensures the after-school club meets the needs of all children, including those with special educational needs and/or disabilities. For example, leaders realised that the children needed to extend their play outside so negotiated with the school to be able to use the climbing frame. This means children are now more engaged with outside play. The after-school club has recently had a change of leadership. The owners are effective at safely recruiting and supporting new leaders. For example, practitioners from the company's other clubs support and upskill new leaders, until they are ready to lead alone.

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Leadership and governance Expected standard

Practitioners report that they enjoy working at the after-school club and feel valued and supported in their roles. They find their workloads manageable. Leaders provide additional training and development opportunities to strengthen practice and knowledge, such as training around supporting children with special educational needs and/or disabilities and child protection. This has helped practitioners to further develop their understanding and knowledge of working with children. Parents are happy with the care provided, and say their children enjoy attending the after-school club.

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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 are very settled at this welcoming after-school club. They happily arrive and are greeted by warm and friendly practitioners, who know them well. Before children start, practitioners gather detailed information from parents and carers. This ensures they fully understand and can meet children's differing needs, including those with special educational needs and/or disabilities. Practitioners use their knowledge of children's interests, and consult with children. This ensures they provide exciting activities that are interesting to the children in their care. The after-school club caters for children across the ages, so

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Address:

Priestley Primary School Prince Charles Drive Calne SN11 8TG practitioners ensure they plan to meet their varying abilities and interests. This helps all children to enjoy their time in the club.

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Address:

Practitioners are good role models. They help children to develop their social skills by joining in with children's play, encouraging them to share and take turns. All ages of children play well together. Older children support younger children and help them to feel included.

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Address:

Children receive support to be independent. On arrival, they put away their bags in their designated locker. Children choose what they would like to play with, and if they would like to play inside or outdoors. Practitioners involve children in the planning of the session, asking them what they would like to do that day. They listen to children's suggestions and act on them. This helps children to feel valued and have a sense of belonging. Children behave well and, on the whole, get along well. If there are any conflicts, practitioners are skilled at supporting children to resolve them.

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Next steps

Managers should continue to support practitioners to develop the skills needed to gain children's attention and be more confident in their communication with children.

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About this inspection

The inspector spoke with leaders, practitioners and owners 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: The Big Adventure Club Limited

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About this inspection

Operating hours: 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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