Junior Adventures Group @ Wilson RG30

Junior Adventures Group @ Wilson RG30

Unique reference number (URN): 2794025 Address: Wilson Primary School, Wilson Road, Reading, RG30 2RW Type: Childcare on non-domestic premises Registered with Ofsted: 14/05/2024 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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Inclusion Strong standard

Leaders demonstrate a highly effective and proactive approach to inclusion, underpinned by comprehensive trauma-informed and special educational needs-focused training. Staff have a well-embedded understanding that behaviour is a form of communication, enabling them to respond with sensitivity and adapt practice to meet children's individual needs. The provision, situated within a diverse community, places a clear and consistent emphasis on removing barriers to learning, participation and wellbeing.

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Inclusion Strong standard

Robust systems are in place to identify and meet needs early, including detailed parent assessments and the use of a child inclusion booking document. Practice is strengthened through highly effective partnerships with local authority teams, special educational needs services, schools and external professionals, ensuring a consistent and coordinated approach. Support is regularly reviewed and adapted through ongoing communication with families and professionals.

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Inclusion Strong standard

Staff implement flexible routines, adapt activities and provide additional support to ensure all children can fully access the provision. The environment is carefully considered, with access to sensory resources and quiet spaces to support regulation. As a result, children, including those with additional needs, are fully included and engaged and demonstrate positive attitudes, confidence and emotional security. Leaders are ambitious in ensuring all children feel valued, safe and able to succeed.

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Leadership and governance Strong standard

Leaders demonstrate highly effective governance, with a clear focus on staff wellbeing, development and continuous improvement of the provision. Staff wellbeing and workload are carefully monitored and supported through clear expectations, regular supervision and ongoing weekly engagement. Leaders foster a supportive and responsive culture, including extended availability after sessions, ensuring staff feel listened to and valued. As a result, staff speak positively about the leadership and feel confident, supported and well equipped to fulfil their roles. A well-established programme of professional development is in place, offering a wide range of training, including trauma-informed practice, supported by a robust and regularly reviewed training platform.

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Leadership and governance Strong standard

Safer recruitment and induction procedures are rigorous and well embedded, including thorough referencing, structured induction and an in-depth induction process with opportunities for shadowing and mentoring. Supervision processes are comprehensive and reflective, covering child welfare, staff wellbeing and professional development, with effective oversight through effective systems and leadership monitoring. Effective partnerships with parents, schools and the local authority are well established, enhancing outcomes for children. Highly effective inclusive practice ensures that children's individual needs are identified and met through targeted support, appropriate resources and regular review, resulting in positive and fair experiences for all children.

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Behaviour, attitudes and establishing routines Expected standard

Children consistently demonstrate good levels of behaviour and cooperation across the provision. They share resources appropriately and work collaboratively during activities, such as preparing food and participating in group games. Children engage positively in teamwork, creating teams and taking part in friendly competition, while older children are supported to take on additional responsibilities, such as refereeing, which promotes confidence and a growing sense of responsibility.

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Behaviour, attitudes and establishing routines Expected standard

Staff establish clear and consistent expectations, which children understand and follow. As a result, the environment is calm, respectful and well managed, supporting children to feel safe and secure. Positive relationships between staff and children are evident, with staff listening to children's views and adapting activities to reflect their interests and needs, which supports engagement and inclusion.

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Behaviour, attitudes and establishing routines Expected standard

Activities are purposeful and enjoyable, including structured opportunities such as themed sports sessions, where staff maintain children's involvement and provide inclusive roles for those less confident to participate directly. Staff also promote engagement through effective links with the school and communication with families. Overall, children demonstrate a sense of belonging, positive attitudes and appropriate behaviour, contributing to a welcoming and inclusive environment.

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Children's welfare and wellbeing Expected standard

Staff demonstrate a clear understanding of each child's individual needs, interests and circumstances, drawing on registration information, communication with parents and effective links with schools. Care practices are responsive and flexible, with routines and activities adapted to meet children's emotional and developmental needs after the school day. Children are happy, settled and engaged, forming warm, trusting relationships with staff, who provide consistent and nurturing care. Staff act as reliable adults, and children confidently seek reassurance and support, demonstrating a secure sense of belonging.

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Children's welfare and wellbeing Expected standard

Inclusive practice is embedded, ensuring children with additional needs or those facing disadvantage are fully supported and included, with no significant differences in their experiences. Staff recognise that children may arrive tired, hungry or overwhelmed and respond appropriately, offering calm spaces, emotional support and access to nutritious food. Children are provided with healthy snacks. However, children have fewer opportunities to develop an early understanding of healthy choices, such as recognising nutritious foods or learning why physical activity is important. Activities promote confidence, teamwork, resilience and physical development, alongside opportunities for social interaction and responsibility. Staff implement clear procedures and maintain effective communication with parents and external professionals, ensuring children's needs are consistently met and supported. Routines, including snack times, are well organised, promoting hygiene,

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Children's welfare and wellbeing Expected standard

independence and social interaction. Overall, children benefit from a nurturing, inclusive environment that supports their wellbeing, emotional security and continued development.

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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

For children attending the setting, the experience is welcoming, inclusive and engaging. Children arrive to a calm, well-organised environment where staff greet them warmly and take a genuine interest in their day. This helps them to feel safe, valued and ready to participate. There is a clear sense of belonging, with positive relationships underpinning all aspects of practice. Children quickly settle and confidently choose from a wide range of activities that reflect their interests, from creative play and food preparation to energetic

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About this setting

Unique reference number (URN): 2794025 outdoor games such as football. They enjoy working together, sharing resources and collaborating with their peers, developing strong social skills and teamwork. Older children take pride in leadership roles, such as refereeing games or supporting younger children, which helps to build confidence, independence and responsibility. Children enjoy imaginative role play by turning leaders into animals with magic wands that they have created with small construction resources.

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About this setting

Staff are enthusiastic and provide consistent praise and encouragement, which motivates children, celebrates their achievements and promotes positive behaviour. The provision supports children's wellbeing effectively, recognising that they may arrive tired or in need of support after the school day. Children can access healthy snacks, quiet spaces or active play depending on their needs, allowing them to regulate and feel comfortable. Staff are attentive and responsive, supporting children to express their emotions and resolve conflicts positively. Inclusive practice is a key strength, ensuring all children, including those with additional needs or facing disadvantage, are fully involved and supported. Adapted activities and additional resources enable every child to participate meaningfully. Children benefit from engaging, child-led opportunities such as themed sports activities, where they take ownership of play and remain highly motivated. Overall, children thrive in a nurturing,

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About this setting

supportive environment where they feel confident, happy and fully included.

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Next steps

Leaders should embed consistent and purposeful conversations about healthy habits within mealtime routines to further enhance children's understanding.

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About this inspection

The inspector spoke with leaders, practitioners 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:

Wilson Primary School Wilson Road Reading RG30 2RW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Junior Adventures Group UK Ltd

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Address:

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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