Junior Adventures Group @ Chatsworth TW3

Junior Adventures Group @ Chatsworth TW3

Unique reference number (URN): 2746866 Address: Chatsworth Primary School, Heath Road, Hounslow, TW3 2NW Type: Childcare on non-domestic premises Registered with Ofsted: 20/07/2023 Registers: EYR, CCR, VCR Registered person: Junior Adventures Group UK Ltd

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. Leaders do not identify and address weaknesses in safeguarding practice promptly. Although safeguarding policies are in place, these are not consistently implemented. For example, staff use their personal mobile phones when working with children, which does not align with safeguarding expectations.

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Safeguarding standards not met

Despite this, leaders do ensure that robust safer recruitment procedures are in place to confirm staff suitability. Recruitment is overseen centrally by the organisation and includes detailed application processes, checks for gaps in employment, safeguarding questions during interviews and trial sessions. These arrangements help to ensure that only suitable adults work with children. Staff understand how to recognise and report safeguarding concerns. They know who the designated safeguarding lead is and can describe the procedures to follow if they are worried about a child's welfare. They complete safeguarding training and are familiar with the signs that may indicate a child is at risk of harm. Staff also understand the importance of recording and passing on concerns promptly so that appropriate action can be taken.

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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 enjoy attending regularly and arrive ready to join in. Overall, staff create a calm and welcoming environment, where children understand what is expected of them. They remind children of simple rules about respect, sharing and keeping safe at the beginning of the session, and children confidently explain what these mean. This helps children get along with others and manage their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are caring. Adults notice when children are nervous or unsure and offer reassurance and comfort. Children feel listened to, which helps them feel comfortable in the setting. Staff encourage children to work and play together. They lead group times and shared activities that help children take turns, listen to each other and cooperate. Staff celebrate children's efforts, for example, by sharing a drawing with the group or praising effort during play. Children feel proud of what they do and are keen to join in and try new activities.

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Behaviour, attitudes and establishing routines Expected standard

Staff adapt support to each child's needs and stage of development. For example, they create quiet, safe spaces under tables for children who need time to calm or regulate. Children who need extra reassurance settle quickly, manage their emotions and follow routines successfully. These approaches help children feel secure, included and ready to enjoy their time at the setting.

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Children's welfare and wellbeing Expected standard

Staff support children through caring, day-to-day practice. Children are greeted warmly on arrival, helped to put away their belongings and quickly encouraged to make choices about what they would like to do. This helps them settle with ease. Staff build trusting relationships with children. They talk with them about their day, notice when reassurance is needed and respond sensitively. Quiet activities, such as sharing stories or calm games, are available for children who are tired. This supports children's emotional security, including those who need extra reassurance or have special educational needs and/or disabilities.

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Children's welfare and wellbeing Expected standard

Care routines are organised to meet children's individual needs. Snack and mealtimes are calm and unhurried, and children are offered food without pressure, with flexibility to eat later if they prefer. Staff are knowledgeable about children's allergies and ensure these are carefully catered for. Children are supported to develop independence. They serve themselves at mealtimes, and adults routinely encourage them to try tasks for themselves before offering help. Staff remind children to wash their hands before and after eating, helping them understand how to keep themselves healthy and safe. However, hygienic practice is not always consistently promoted, as children sometimes handle food directly with their hands.

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Inclusion Expected standard

Leaders and staff have created an inclusive culture, where children's individual needs are identified and supported appropriately. Staff know children well and use information from care plans, parents and other professionals to assess needs and put appropriate support in place. This ensures that all children receive tailored support. Leaders and staff work closely with parents and external professionals to review support and promote consistency between home, school and the setting. This collaborative approach supports children's emotional wellbeing, helping them to feel secure, understood and able to thrive alongside their peers.

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Inclusion Expected standard

Inclusive practice is evident in daily routines and interactions. Group time is generally well structured, with clear expectations and positive behaviour strategies. Staff adapt their interactions to meet children's individual needs. For example, they simplify language, give additional reassurance or allow extra time for children to respond. This enables children to develop confidence at their own pace and feel that their voices and choices are valued while still participating. Staff undertake training relevant training to develop their understanding of special educational needs and/or disabilities (SEND). Children with SEND are supported through close supervision, clear routines and adaptations to activities to promote engagement. Staff's awareness of medical needs, such as allergies and physical vulnerabilities, ensures children can take part safely.

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Leadership and governance Urgent improvement

Leaders do not have sufficient oversight of the day-to-day running of the setting. There is no clear leadership presence, when the manager is not on site, as no deputy is in place to take responsibility. This means that practice is not consistently monitored, and emerging concerns are not identified or addressed promptly. For example, although there is an appropriate safeguarding policy in place, it is not fully implemented and staff use their personal phones in the setting. While there have been recent changes within the leadership team and leaders have identified priorities for improvement, such as strengthening communication, increasing staff support and improving consistency, these actions are not yet embedded.

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Leadership and governance Urgent improvement

Leaders do not provide regular opportunities for discussion, guidance or feedback. They do not routinely meet with staff to review practice, address workload or wellbeing or identify professional development needs. As a result, staff receive limited support, which increases pressure and reduces opportunities to strengthen their practice. However, leaders ensure that staff undertake training, such as safeguarding and how to support children with special educational needs and/or disabilities, which helps them gain understanding of how to carry out their roles.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Leaders do not ensure that safeguarding procedures are understood and consistently implemented. For example, staff use their personal phones when working with children. Leaders do not have a clear enough understanding of the day-to-day running of the setting. This limits their ability to monitor the quality of practice and identify any issues or concerns promptly.

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What it's like to be a child at this setting

Despite these weaknesses in leadership oversight, children experience warm and welcoming interactions from staff, when they arrive. They settle quickly and choose activities that interest them, exploring at their own pace. Some children enjoy sifting through sand to find hidden objects, while others take part in guessing games that involve acting out clues and interacting with friends. These activities capture children's interest and encourage them to join in with others.

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What it's like to be a child at this setting

Staff understand that children's needs vary throughout the session. They plan the routine flexibly and provide calm, quiet moments for children who need to rest or take a break from busier activities. For example, children who appear tired are offered time to sit quietly with a book or take part in a calm game before rejoining group play. This helps children regulate their energy and remain comfortable during the session. Staff remind children to be respectful to one another and to look after resources. They encourage children to share, take turns and listen, which helps children understand expectations and feel included. Children's views are valued during group times, where staff invite them to talk about their favourite foods and listen carefully to each other's responses. This helps children build relationships and develop a sense of belonging within the group.

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Address:

Chatsworth Primary School Heath Road Hounslow TW3 2NW

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Address:

Type: Childcare on non-domestic premises

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that the safeguarding policy, which includes how mobile phones are used in the setting, is implemented and adhered to at all times 15/02/2026

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Action Completion Date

improve the arrangements for staff supervision, coaching and support 15/02/2026

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Action Completion Date

ensure there is a suitably qualified, named deputy manager, who is capable and qualified to take charge in the manager's absence 15/02/2026

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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. Registration date: 20/07/2023

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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 - 08:50,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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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