Junior Adventures Group @ Windrush SE7

Junior Adventures Group @ Windrush SE7

Unique reference number (URN): EY536231 Address: Woolwich Road, Charlton, London, SE7 8LN Type: Childcare on non-domestic premises Registered with Ofsted: 16/08/2016 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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Behaviour, attitudes and establishing routines Expected standard

Children arrive at the club happy and ready to take part in the daily activities. Staff set clear and consistent rules and children understand what is expected of them. Children eagerly share the club rules during the welcome meeting and follow routines well. They move between areas calmly, put their belongings away and sit down for snack without prompts from staff. However, at times staff are not ready and children wait too long for activities to get started. Some children often walk away as they lose interest. Staff consider children's age and stage of development, adjusting games and activities accordingly. For example, when staff organise teams for games, they consider mixed ages so all children can enjoy it.

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Behaviour, attitudes and establishing routines Expected standard

Children typically show good behaviour skills throughout the session. Older children support younger ones during activities. They show empathy and include others. Most children play in small groups. They respect personal space and respond well to boundaries. Children take on small responsibilities that help everyone feel included and safe. These tasks strengthen routines and promote positive behaviour. Staff build warm and trusting relationships with all children. They listen, offer reassurance and help children solve minor disagreements. They encourage children to compromise and negotiate.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff monitor attendance closely. They follow clear steps, when they identify concerns. They work with families to ensure children attend regularly and settle into routines. Children benefit from a well-organised environment that promotes positive behaviour and secure habits.

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Children's welfare and wellbeing Expected standard

Children learn how to keep themselves safe. Staff set clear rules and explain how these protect children from harm. Children take part in a wide range of activities, including physical play. They know how movement affects their bodies. They understand the importance of staying hydrated. They follow rules so everyone can join in safely. Children enjoy healthy snacks and are developing their independence further as they serve themselves. Staff supervise them closely during snack time. They remind children to sit while they eat and not run around. Children enjoy physical activities despite waiting for a long time for staff to be organised and the game to get started.

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Children's welfare and wellbeing Expected standard

Staff build strong relationships with children. They spend time getting to know the children, with the youngest children and those with special educational needs and/or disabilities knowing who their key person is. Staff encourage open conversations and promote kindness. This helps children feel safe and valued.

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Children's welfare and wellbeing Expected standard

Staff meet the needs of all children. Staff support children to manage their own needs, including accessing resources and making choices about how they spend their time. This encourages independence and helps children to feel confident within the club. Transitions between school and the club are managed appropriately, supporting children to settle quickly and engage in activities,.

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Inclusion Expected standard

Staff and leaders set high expectations for every child. They work in close partnership with families to gain a clear and accurate understanding of each child's emerging needs. Staff and leaders use their skills and up-to-date knowledge to remove barriers to participation, completing regular and relevant training to keep their practice current. They adapt their interactions and apply creative, inclusive strategies to support children with special educational needs and/or disabilities (SEND). As a result, children feel valued, included and confident to engage positively in all activities offered at the setting.

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Inclusion Expected standard

Staff and leaders continually assess and review children's needs to ensure children with SEND receive the right level of support at the right time. They adjust provision to promote progress and wellbeing. However, there are times when children with SEND become anxious and upset, specifically during transition between activities and routine tasks. Moving forward, leaders should strengthen the transitions within the club, to help staff to provide a more consistent approach to support children with SEND even more successfully.

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Leadership and governance Expected standard

Leaders oversee the club effectively and have worked hard to develop an effective staff team. They organise staffing, supervision and routines to protect children's safety and wellbeing. They provide clear guidance and training to support behaviour, consistent routines and inclusive practice. Leaders monitor attendance and ratios closely. They respond quickly when operational issues arise.

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Leadership and governance Expected standard

Leaders have an accurate view of the club's strengths. They recognise the positive relationships between staff and children. They value the calm routines and inclusive culture. Leaders work well with parents and the host school. Leaders now need to build on supporting staff with smooth transitions for children, to enhance children's engagement further.

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Leadership and governance Expected standard

Leaders reflect on their practice and have worked on the actions for improvements from the previous inspection, ensuring the club is safe for children to enjoy. They know that the quality of staff interactions during child-led and outdoor play is consistent. Leaders consider staff workload and wellbeing when planning changes. Their approach helps the club run smoothly and supports a positive environment for children and staff.

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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 feel happy and confident, when they attend this club. They arrive with enthusiasm and eagerly put their belongings away before heading into play. Staff greet each child warmly. This helps children feel welcome and valued from the moment they step through the door. Children know the routines well. They can choose activities that interest them and begin playing straight away, eagerly chatting with friends.

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

Children, including those with special educational needs and/or disabilities (SEND), enjoy a wide range of activities that reflect their interests. Staff listen carefully to what children like

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Address:

Woolwich Road and plan sessions that excite and challenge them, for instance children eagerly explore colour and patterns as they make tie-dye t-shirts. Children confidently manage risks moving along the climbing wall outside. Children enjoy team games and organised sports, such as dodgeball. During free play, children enjoy drawing and building in the construction area, while others prefer calmer activities, such as reading books. Children with SEND have their own space, should they need it, where they enjoy specific resources that help them feel calm.

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Address:

Relationships between children are positive. Older children often support younger ones. They show kindness and patience. Children treat each other with respect. They take turns, share equipment and help one another. They also behave courteously towards adults. They enjoy the responsibilities they are given and take them seriously. Children build warm and trusting relationships with staff. They chat openly about home life and share their thoughts and ideas. Staff always make time to listen. They offer reassurance and create a safe space, where children can talk about any worries. Children know staff will look after them and keep them safe. As a result, children feel secure, included and proud of what they can do and the friends they have made.

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Next steps

Leaders should support staff to further strengthen routines to minimise children's waiting time so that children fully engage and benefit more from positive experiences.

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About this inspection

During the inspection, the inspector spoke to leaders, staff, parents and children.

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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. Charlton London SE7 8LN Type: Childcare on non-domestic premises

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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 : 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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