Junior Adventures Group @ Campton Academy

Junior Adventures Group @ Campton Academy

Unique reference number (URN): 2769218 Address: Campton Lower School, Rectory Road, Campton, Shefford, SG17 5PF Type: Childcare on non-domestic premises Registered with Ofsted: 13/12/2023 Registers: EYR, CCR, VCR Registered person: Dawn Until Dusk 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

Leaders have created a positive and happy environment, where children feel safe, relaxed and secure. They have developed a well-structured routine so that children feel comfortable and know what is coming next. Staff recognise that children need to have opportunities to relax and opportunities to run around and let off steam. They have high expectations of behaviour and children generally respond well to this. When needed, staff quickly step in and gently explain the rules. Children play well together and share resources. Children have a positive attitude to the activities provided and engage with them fully.

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Behaviour, attitudes and establishing routines Expected standard

Staff have built trusting relationships with the children and model polite and respectful behaviour, which children respond to. Staff are inclusive and ensure that children with special educational needs and/or other barriers to wellbeing are generally well supported. For example, children are given notice of transition times within the club, such as snack time. Staff ensure that children are praised explicitly for their behaviour, such as good manners at mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

All staff know all the children well, and key persons typically have built up trusting relationships with children. However, this is not consistently embedded, leaving children occasionally not getting the support they need.

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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure that they followed up the absence of any child registered at their setting with both the school and the parent if necessary.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are a priority for leaders and staff. They have created a safe and welcoming space, where all children, including those with special educational needs and/or disabilities or other barriers to learning, thoroughly enjoy their play and activities. Children have opportunities to play outdoors with their friends or to rest quietly reading books. Children are taught appropriate hygiene practices and know to wash their hands after outdoor play and before eating. Children demonstrate independence in their self-care and hygiene habits.

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Children's welfare and wellbeing Expected standard

Staff are establishing new routines at snack times that support hygiene and independence, and children are beginning to respond well to these as they serve themselves fruit. Snacks and meals are healthy, and staff discuss with children why healthy food is important. Staff use mealtimes as an opportunity to encourage good manners and children are beginning to say please and thank you. Staff sit with children when eating and are alert to allergies and risks, such as choking.

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Inclusion Expected standard

Leaders establish early on through discussions with parents and teachers, which children have special educational needs and/or disabilities (SEND), are disadvantaged, known to children's social care or have other barriers to wellbeing. They work together with parents to plan strategies and adaptations to give the best support. Leaders gain permission from parents to work with leaders at the school to ensure that children with SEND receive continuity of care and that strategies are specifically targeted for the individual needs of the child. This support plan is then shared with all staff in the club.

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Inclusion Expected standard

All children are valued equally at the club. Staff know the individual children in the club very well and generally children cope well with the support they receive. At times, staff's knowledge of children's family circumstances is not consistently reflected in the support provided for their emotional wellbeing.

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Inclusion Expected standard

Staff recognise the need for children to have quiet spaces and all children have access to the sensory box in turn and to ear defenders if they become overwhelmed by noise. Children are developing close relationships with the new staff members.

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Leadership and governance Expected standard

Leaders have a secure understanding of the club's strengths and areas for improvement. The club is heavily supported by leaders and steps are in place to ensure rapid improvement. There has been a recent change of management within the club, and this is beginning to have a positive impact on the children and their experiences. Leaders have a clear vision for the club and with staff are ensuring that effective strategies are in place. For example, leaders have employed another member of staff, yet to start, to enhance the children's welfare and wellbeing. Leaders support staff in embedding new routines and structures that children respond well to. Sometimes systems put into place, such as snack time routines and key-person roles, are not yet fully embedded.

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Leadership and governance Expected standard

Staff feel extremely well supported by leaders. They say their wellbeing is important to leaders, who recognise that another member of staff will benefit their workload and wellbeing further. Staff are also well supported professionally and have access to training courses and professional development. There are opportunities for professional growth and new managers are supported in their roles. Targeted training to the needs of the specific club is carried out in-house by leaders.

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Leadership and governance Expected standard

Leaders and staff work closely with parents, who say the new management is much improved and communications are now much clearer. Their comments are now taken seriously and responded to. Leaders also work closely with school staff to ensure continuity of care.

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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 enjoy attending the club. They are warmly welcomed and keen to find their friends to play with. Children are eager to have a healthy fruit snack before engaging with the activities and know to wash their hands beforehand. They are encouraged to say please and thank you and to use plates for serving, which is not yet fully embedded. Tea offered to children who stay later is more substantial and children competently use knives and forks to cut their beans on toast.

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Inspector:

Clare Eyre Children are clearly valued as individuals and the staff know them very well. They demonstrate that they feel safe and comfortable in the club setting. Children choose from painting, construction or quiet reading during their inside play. They are fully engaged in their activities and enjoy finger painting and creating pictures. Children build complex models with older children and staff engage with them, giving guidance if needed. Some children sit quietly with books and ear defenders if they want to relax or use the sensory tent. Outdoors, children play fun games together, organised by staff. They have many opportunities for active play, such as ball games or parachute games, and they have lots of space to run around and engage in free play.

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Inspector:

Children get on very well with each other and their social skills are well developed and supported by staff. Children understand the rules of the club and can explain why they keep them safe. Staff have high expectations of children's behaviour and offer gentle support if necessary. Children with special educational needs and/or disabilities or other barriers to wellbeing are supported and enjoy the same activities as their peers. Staff generally build positive relationships with families. However, they do not always consider how children's home circumstances may influence their behaviour and emotional wellbeing. As a result, children do not consistently receive the targeted support they need. Leaders and staff liaise closely with the school to monitor children's attendance.

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Next steps

Leaders should continue to support staff to fully embed the new strategies and routines they have put into place. Leaders should establish that all staff fully understand and meet the requirements of the key-person role for young children. Leaders should ensure that staff have a secure understanding of the impact that family circumstances can have on a child's emotional wellbeing and how best to support these children.

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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.

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Address:

Campton Lower School Rectory Road, Campton Shefford SG17 5PF

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:50

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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