Junior Adventures Group @ Benson OX10

Junior Adventures Group @ Benson OX10

Unique reference number (URN): 2771674 Address: Benson C Of E Primary School, Oxford Road, Benson, Wallingford, OX10 6LX Type: Childcare on non-domestic premises Registered with Ofsted: 22/12/2023 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 that adequately protects children from harm. Leaders do not ensure that all staff know how to identify children at risk of harm or how to share those concerns with outside agencies if needed. Leaders ensure all staff undergo suitable safeguarding training and do identify when staff have not learned what they need to from this. However, leaders do not take prompt, effective action to address gaps in some staff's safeguarding knowledge. As a result, some staff do not have the knowledge they need to keep children safe from harm. Leaders follow robust recruitment procedures to ensure the suitability of staff to work with children. They know how to share concerns with other agencies, and the importance of keeping thorough records.

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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 suitable policies in place, in regard to children's behaviour. Staff are consistent in their approach to behaviour management and children behave typically for their age. They listen to staff and follow their instructions, such as to remain seated when eating. Staff know how to support children, who may find following rules more challenging. Staff are effective role models. They lead by example and are kind and polite in their interactions. Children learn to be kind and polite as well. They happily include others in their play and enjoy playing collaboratively. For example, children enjoy working together to make large pictures and chasing each other on bikes in the playground.

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Behaviour, attitudes and establishing routines Expected standard

Typically, children build suitably warm relationships with staff and each other. They enjoy, and focus well, on their play because staff take into account their interests and requests when planning what resources to make available. For example, staff remember when children have requested different coloured dough to play with. They make this available the next day and children delight in using it.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have a suitable attendance policy in place. They ensure all staff know which children are expected at the club each day. Staff understand the importance of following up promptly on any non-attendance.

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Children's welfare and wellbeing Expected standard

Leaders have in place suitable policies to support children's welfare and wellbeing. Typically, staff implement these effectively. They ensure the space used by the club is safe and suitable. Children understand, and follow, the simple rules that are in place to keep them safe. For example, children know which parts of the playground they can use. Staff encourage children to be physically active and provide resources, such as bikes, to encourage this. Staff create routines that encourage children to become increasingly independent in managing their own needs and looking after their possessions. For example, children know that on arrival they need to hang up their coats and bags and wash their hands before they eat. Staff provide healthy snacks that children enjoy. Staff sit with children as they eat and use this time effectively to engage in conversations about the children's day at school. They encourage good manners and children enjoy clearing up after they have

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Children's welfare and wellbeing Expected standard

Staff are mindful of children who may need a little extra support to follow routines and join in with conversations at snack times. They make sure they sit close by, so they can offer any additional support that is needed.

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Inclusion Expected standard

Leaders work effectively with parents and schools to identify children, who may need extra support to get the most out of their time at the club. Before children start they build a thorough picture of children's needs and work with parents to put in place any additional support that may be needed. For example, leaders identify children who may need visual prompts to help them understand what is going to happen next. They identify children who may need a little extra care and support because they are going through changes in circumstances at home. Typically, staff who work directly with children are able to offer suitable support to help children join in and enjoy their time at the club. As a result, children show they are happy and relaxed to be at the club.

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Inclusion Expected standard

Leaders closely monitor the wellbeing of all children. This enables them to identify any emerging needs that may not have been present when children first started attending the club. When this happens, they reach out to parents so that they can continue to meet children's needs and sensitively offer any additional support they may need.

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Inclusion Expected standard

Leaders have a suitable understanding of the support that is available from other professionals, if needed, and of avenues available for additional funding.

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Leadership and governance Urgent improvement

Leaders identify weaknesses in staff practice and knowledge, such as through regular supervisions. However, although they put in place plans to address these, weaknesses in strategic oversight mean that the impact of any support or additional training is not effectively followed up. As a result, some staff remain ill-equipped to carry out some aspects of their role, such as identifying and responding to concerns about children's welfare or safety.

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Leadership and governance Urgent improvement

Leaders ensure staff feel valued and that their workload is manageable. Staff report that they enjoy working at the club. They understand the importance of providing children with play-based experiences that enhance their overall development.

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Leadership and governance Urgent improvement

Leaders have suitable working relationships with staff at the host school. They work with staff to ensure children move safely between school and the club and that any relevant information about children's time at school is shared. Leaders have effective arrangements for identifying children, who may need extra support at the club. When they do so, they work closely and effectively with parents to support children's specific needs. However, for other parents there is less effective partnership working. Parents report that they do not know much about what happens at the club. Leaders do not ensure that parents of younger children know that their children have a key person or understand their role in supporting their child at the club.

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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

Children's safety is not effectively promoted because leaders fail to ensure all staff have sufficient knowledge to safeguard children. Children's parents are not consistently kept informed about their child's time at the club.

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

Children enjoy being at the club. They are pleased to see staff at the beginning of each session and enjoy sharing their news about their day. They enjoy choosing what to do and show pleasure when staff remember what they have said on previous days. For example, children are delighted when they see that resources they have asked for have been put out to use. They enjoy taking part in a suitable range of play experiences that build further on what they are learning elsewhere. For example, children develop their physical skills as they use wheeled-toys outside and dough inside. They develop their language skills through conversations with staff and each other. Children receive any extra help they need to join in and play alongside their peers.

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

Children help out with routine tasks that ensure they gain a sense of belonging. For example, they help with the washing-up after snack time. Typically, they get on well with each other and with staff. Children behave typically for their age and understand what is expected of them. For example, children know how to wait for snacks and the importance of staying in sight or sound of staff, inside and outside. Children's needs and interests are well known to staff, which further helps children feel welcome and valued as individuals.

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

There are suitable policies in place to promote attendance and provide the flexibility families need for before- and after-school care.

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Address:

Benson C Of E Primary School Oxford Road, Benson Wallingford OX10 6LX

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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 all staff have the knowledge they need to identify and respond to concerns about a child's safety or welfare, to keep children safe 01/07/2026

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Action Completion Date

develop robust and effective systems for monitoring staff practice, so that gaps in staff's knowledge can be promptly identified and addressed, to ensure they can carry out all aspects of their role effectively 01/07/2026

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Action Completion Date

ensure partnership working with parents is fully effective and parents understand the role of the key person in meeting their children's needs 01/07/2026

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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. 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 : 15:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45

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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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