Junior Adventures Group @ Park Lane RG31

Junior Adventures Group @ Park Lane RG31

Unique reference number (URN): 2748643 Address: Park Lane Primary School Juniors, 130 School Road, Tilehurst, Reading, RG31 5BD Type: Childcare on non-domestic premises Registered with Ofsted: 02/08/2023 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

Leaders have established routines that children understand and follow across both breakfast- and after-school provision. Children move calmly through transitions, such as lining up to wash hands and preparing for snack. Staff use quiet prompts, positive language and clear expectations to help children's positive behaviour. This supports children to settle quickly, particularly after school. When children are unsettled, staff redirect attention and offer structured choices. For example, when outdoor play was unsafe due to wet conditions, staff involved children in deciding what to do indoors by voting. Children accepted the group decision and participated calmly.

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Behaviour, attitudes and establishing routines Expected standard

Staff help children to get along with others and notice positive peer support. For example, a child helped another by tying shoelaces during a transition. Staff praised this and reinforced kindness and cooperation. Staff also work to ensure that quieter children are heard during group times, using strategies such as asking for hands up and choosing children who may otherwise be overlooked. Leaders promote safe and orderly attendance arrangements through clear handovers and accurate registers, including during walking transitions between sites.

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Children's welfare and wellbeing Expected standard

Children feel emotionally secure because staff know them well and check in with them at the start of sessions. Staff notice when children need reassurance and respond calmly. This helps children to regulate their emotions and re-engage after the school day, particularly those who are more sensitive to noise and busy spaces. Care routines support children's health and independence. Children wash hands before eating and manage snack routines confidently. Staff supervise snack times carefully and ensure children with dietary or medical needs are supported through agreed arrangements and individual planning.

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Children's welfare and wellbeing Expected standard

Children are supported to understand personal safety through real-life routines and consistent adult guidance. Walking bus arrangements are organised so children are accounted for at handover points. Staff use these transitions to reinforce safe behaviour in the community, including road safety. Parents explain that these routines help their child to manage behaviour more safely at home and increase their confidence and future independence as children get older. Children also benefit from planned opportunities to calm and reset. Activities, such as animal yoga, help children practise breathing, stretching and body awareness. Staff model participation in a playful way, making the activity inviting while allowing children who find group activities difficult to choose an alternative without pressure.

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Inclusion Expected standard

Leaders know the cohort well and identify children who need additional support, including those with special educational needs and/or disabilities. Leaders describe that a significant number of children need extra help, including one child with an education, health and care plan. Leaders and staff reduce barriers by adapting routines, environments and interactions so children can take part confidently. Staff support children with sensory sensitivities and behaviour needs through calm, consistent responses. For example, staff allow children time to think and use positive encouragement to help children rejoin routines.

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Inclusion Expected standard

Leaders also use individual risk assessments for children whose sensory needs require specific planning, including agreed approaches for fire-alarm practice. Staff use noise- reducing equipment to support children who find loud sounds distressing. Leaders work with families and the school to shape support plans. Where children have medical or dietary needs, leaders use individual planning and risk assessment to support safety and inclusion. Leaders are aware there is some work to do to help ensure staff are confident to ensure a shared approach to dietary arrangements is embedded.

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Leadership and governance Expected standard

Leaders understand the purpose of this provision as wrap-around care that supports children's wellbeing across long days. They work closely with the host schools and recognise the value of having some staff who also know the school community, alongside staff who provide a distinct out-of-school experience. There have been recent staffing and leadership changes. Leaders have responded by strengthening induction, supervision and day-to-day support so staff understand expectations and children experience consistency. Leaders have addressed situations where practice and relationships with families were not secure and have taken action when staffing was not working well. Leaders maintain oversight of recruitment and suitability through documented processes, including references, checks and structured probation.

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Leadership and governance Expected standard

Leaders also monitor staff wellbeing and use supervision arrangements that reduce the risk of bias or conflict. Leaders keep training under review. Where key training was outstanding for newly appointed leaders, leaders provided evidence that paediatric first-aid training was booked promptly. Leaders listen to parents and respond constructively. Parents describe that leaders communicate well, create plans when difficulties arise and take concerns seriously. Leaders have recognised and taken action most recently to help staff knowledge and understanding of children's varied dietary arrangements.

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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 experience a friendly, predictable start and end to their day. Staff greet children warmly and help them move from school into club routines without fuss. Children confidently put their belongings away and join a short welcome meeting. Staff check how children are feeling and explain the choices available. This supports children who are younger, attend less often or find transitions more difficult. Children enjoy being part of a mixed-age community. Younger children closely follow older peers and quickly copy established routines. Children benefit from calm, consistent expectations. For example, when children become restless, staff refocus the children by asking about something they enjoy at school; they settle and re-engage.

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

Children develop independence through everyday routines. They wash hands, choose food using tongs, pour their own water and clear away without prompting. Children enjoy sociable snack times. Staff sit with children and talk about their day, homework and shared events, such as a recent school fire alarm. Children's uniqueness is valued and explored through activities that help them understand themselves and each other. For example, during a 'funny faces' activity, children discuss differences such as glasses and hair textures, and staff used this to help children talk about feelings and celebrate individuality. Children also enjoy opportunities to relax and reflect. A quieter space is available with cushions, books and noise-reducing equipment. Planned calming activities, such as animal yoga, help some children to recentre after the school day.

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Address:

Park Lane Primary School Juniors 130 School Road, Tilehurst Reading RG31 5BD

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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 : 07:30 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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Next steps

Leaders should strengthen how information is shared with staff so that they can adapt their practice promptly and ensure all children's needs are fully met.

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About this inspection

The inspector spoke with leaders, parents, children and practitioners 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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