The Big Adventure Club (Oakhurst)

The Big Adventure Club (Oakhurst)

Unique reference number (URN): 2775694 Address: Oakhurst Community Primary School, Pioneer Road, SWINDON, SN25 2HY Type: Childcare on non-domestic premises Registered with Ofsted: 19/01/2024 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 Strong standard

Children move confidently from their classrooms into the familiar routines of the club. Staff encourage children to register promptly, greet their friends and settle quickly into activities. These well-organised routines help children feel secure and support sessions to run smoothly. Staff encourage children to show respect and consideration for others. Children behave well and understand what staff expect from them. Staff work closely with the staff in school and families to support children's regular attendance and consistent routines.

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Behaviour, attitudes and establishing routines Strong standard

Staff manage children's behaviour calmly and consistently. They encourage children of different ages to play cooperatively together and help them understand how to keep themselves and others safe during physical play. For example, staff organise structured water games outdoors and encourage younger children to join in confidently alongside older children. Staff model how to use equipment safely and encourage children to take turns successfully during games. Children follow routines confidently and remain engaged throughout the session.

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Behaviour, attitudes and establishing routines Strong standard

Leaders reflect carefully on children's emotional needs and make thoughtful improvements to practice. For example, staff recently introduced a self-regulation area following team discussions about behaviour and emotional wellbeing. Staff use this area sensitively to help children calm down, regulate their emotions and feel ready to return to activities. Leaders work closely with the school to provide children with familiar expectations and routines throughout the day.

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Children's welfare and wellbeing Strong standard

Staff create a caring environment, where children feel comfortable, safe and well cared for. Children approach staff confidently for reassurance, conversation and support throughout the session. Staff build warm relationships with children and understand their individual needs and family circumstances well. Children benefit from familiar adults because many staff also work within the school. This helps children feel secure and supports trusting relationships. Staff remain emotionally available to children who arrive upset or unsettled and provide calm reassurance to help them feel ready to join activities.

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Children's welfare and wellbeing Strong standard

Staff respond sensitively to children's care and emotional needs throughout the session. For example, staff make thoughtful adjustments to support children's individual care needs, such as keeping water bottles at the club for children who may struggle to remember them each day. They help children change into dry clothes after water play while maintaining their privacy and dignity. Children benefit from staff's thoughtful and attentive approach to care.

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Children's welfare and wellbeing Strong standard

Leaders place a strong focus on children's wellbeing. Staff work closely with school staff and families to help monitor children's welfare. They share information appropriately and maintain clear records where needed. Children benefit from a nurturing environment, where staff show genuine care and compassion while maintaining appropriate professional boundaries.

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Inclusion Strong standard

Leaders understand the challenges some families in the local community face and work proactively to reduce barriers to children attending the provision. For example, leaders provide funded places during holiday programmes and share practical advice with parents and/or carers about support services, budgeting and access to free meals for children during the school holidays. Staff adapt communication carefully for families who speak English as an additional language. They use translation tools and provide newsletters in families' home languages so families can access important information confidently.

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Inclusion Strong standard

Staff support children with special educational needs and/or disabilities effectively. They work closely with school staff before children attend the provision to gather information about their individual needs and routines. Leaders seek support from experienced one-to- one staff where appropriate. This helps children settle successfully and take part confidently alongside their peers. Staff adapt routines thoughtfully to support children's emotional and social needs.

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Inclusion Strong standard

Children learn about different cultures and experiences through activities and celebrations across the year. Staff adapt experiences sensitively to reflect families' beliefs and preferences. For example, staff initially adjusted dance activities to help some families feel more comfortable participating in activities and routines. Children benefit from an environment, where they feel welcomed, valued and able to take part fully in club life.

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Leadership and governance Strong standard

Leaders demonstrate an ambitious and reflective approach to running the provision. They maintain effective partnerships with the school and external agencies. This helps staff share information appropriately and maintain continuity for children across the school day and club sessions.

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Leadership and governance Strong standard

Leaders have clear oversight of children's individual needs and staff practice. They work closely with schools before children with special educational needs and/or disabilities attend holiday provision. Leaders gather information about children's routines and support needs and organise additional one-to-one support where needed. Staff benefit from regular training, coaching and reflective discussions that help strengthen practice across the provision.

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Leadership and governance Strong standard

Leaders place a strong focus on continuous improvement. For example, they recently reviewed behaviour support strategies during a staff meeting and quickly introduced new resources to support children's emotional wellbeing. Leaders use the end of the academic year to reflect on practice and identify priorities for improvement. They plan focused training to strengthen staff understanding of early years practice further. An area manager regularly visits the provision to observe practice, provide feedback and support staff development. Staff describe feeling valued, supported and included within the team.

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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 arrive happily from their classrooms and settle quickly into the familiar routines of the club. Staff greet them warmly and encourage them to socialise with their friends before quickly moving to activities they enjoy. Children show that they feel safe and secure. They confidently approach staff for support, reassurance and conversation throughout the session. Children enjoy shared snack times, where they talk positively with staff and their peers. Staff encourage good manners and remind children to greet and say goodbye to one another, which helps create a calm and welcoming atmosphere.

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About this setting

Children enjoy a wide range of creative and physical activities. They show high levels of concentration as they make bee pictures using crepe paper, glue and craft materials. Children proudly share jokes and ideas about bees with each other. Outdoors, children play cooperatively across different age groups during water games and physical activities. Staff support younger children sensitively and help all children understand how to play safely together. Children engage confidently in activities because staff provide calm guidance and reassurance. For example, staff use the self-regulation area effectively to help children calm down and feel ready to return to play.

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About this setting

Children benefit from an inclusive environment, where staff know them and their families exceptionally well. Staff support children with special educational needs and/or disabilities thoughtfully. They adapt experiences carefully to meet children's emotional, social and cultural needs. Staff work closely with parents and/or carers, the school and external agencies to help reduce barriers for children who need extra support. Staff respond sensitively to children's individual care needs. For example, they discreetly provide additional snacks and drinks for children, who may need extra support during the day. Children develop confidence, positive friendships and a strong sense of belonging within the club community.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their wellbeing.

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About this inspection

The inspector spoke with leaders, staff 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. Unique reference number (URN): 2775694

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Address:

Oakhurst Community Primary School Pioneer Road SWINDON SN25 2HY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Big Adventure Club Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:30,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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