Junior Adventures Group @ Wellington TW3

Junior Adventures Group @ Wellington TW3

Unique reference number (URN): 2787993 Address: Wellington Primary School, Sutton Lane, Hounslow, TW3 3BD Type: Childcare on non-domestic premises Registered with Ofsted: 03/04/2024 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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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes towards attending the club and engage enthusiastically in activities. Well-established routines, consistent expectations and strong relationships help children feel secure and contribute to positive behaviour throughout the session.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have created a balance between structure and child choice. Children are encouraged to contribute ideas, make decisions about their play and take responsibility for following agreed rules and routines. This was evident during the welcome circle, where children confidently recalled the club rules, discussed expectations for the session and were supported to participate in ways that suited their individual preferences. Staff consistently use positive approaches to support behaviour and problem-solving. Children understand expectations, cooperate with others and demonstrate positive relationships with both staff and their peers.

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Behaviour, attitudes and establishing routines Expected standard

Children contribute ideas and make choices about their play. However, opportunities for children to influence wider planning and decision-making are still developing. This means that children's views are not yet used as fully as possible, when reviewing and shaping all aspects of the provision.

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Children's welfare and wellbeing Expected standard

Children's welfare and emotional wellbeing are central to the provision. Staff know children well and provide a nurturing environment, where children feel safe, valued and supported. Physical activity is used effectively to support children's wellbeing, self-regulation and enjoyment. Children benefit from warm and trusting relationships with staff, who recognise their individual needs and respond sensitively to their emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders have reflected on children's needs and adapted provision accordingly. For example, they have introduced additional physical activity opportunities and provide calm spaces and emotional support for children who become overstimulated following the school day. Staff understand the importance of helping children regulate their emotions and access the session successfully. As a result, children are supported to feel secure, develop confidence and engage positively in activities and relationships.

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Children's welfare and wellbeing Expected standard

Leaders promote healthy lifestyles through physical activity opportunities, healthy eating messages and the provision of snacks. However, the food provided does not always reflect the organisation's agreed nutritional guidance. As a result, children do not consistently receive messages about healthy eating that fully align with the organisation's expectations and approach to promoting healthy lifestyles.

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Inclusion Expected standard

Leaders have established systems to identify children's needs early and plan reasonable adjustments that help children participate successfully in club life. Staff know children and families well and use this knowledge to provide responsive support that promotes children's participation, wellbeing and sense of belonging. Strong relationships with families and the school help staff understand children's individual circumstances and adapt support accordingly.

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Inclusion Expected standard

Staff make use of children's interests, physical activity, adapted communication and emotional support strategies to reduce barriers to participation. For example, staff demonstrate a clear understanding of the needs of children and adapt their approach to support children's emotional regulation, engagement and participation. Staff use movement opportunities, emotional check ins and provide children with access to calming resources to help them engage positively in activities and develop relationships with peers. Children are supported to access activities successfully and feel included within the club.

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Inclusion Expected standard

Leaders work closely with families and the school to gather information and adapt support when children's circumstances change. Children benefit from support that is tailored to meet their individual needs, interests and experiences, helping them to feel safe, valued and included. Leaders should continue to develop staff knowledge in identifying and reducing barriers to participation, so that support is increasingly tailored and children can benefit from even more consistent opportunities to engage fully in all aspects of club life.

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Leadership and governance Expected standard

Leaders have established effective organisational systems that support safeguarding, inclusion and staff development. Staff benefit from clear induction, supervision, training and quality assurance processes, which help them understand their roles and responsibilities. Leaders have developed positive partnerships with families, schools and the wider organisation, supporting continuity of care and enabling staff to respond to children's individual needs.

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Leadership and governance Expected standard

Leaders demonstrate a reflective approach to improvement and are responsive to emerging needs. For example, they have adapted aspects of the activity programme to reflect children's interests, reviewed arrangements for promoting healthy eating and implemented quality assurance processes to monitor practice across the provision. Staff wellbeing is supported through regular supervision, ongoing communication and access to training and guidance. Professional development is prioritised through mandatory training, safeguarding updates and opportunities to develop practice through feedback and quality assurance activities.

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Leadership and governance Expected standard

Leaders have also established effective systems for working with parents, schools and other professionals. These partnerships help staff gather information about children's needs and experiences and support children's welfare and inclusion. Parents speak positively about communication and report that they feel well informed about their children's experiences within the club. However, leaders have not ensured that all staff demonstrate the same level of understanding of the organisation's systems for recording and sharing information about children and families. Occasionally, important information provided by families may not always contribute effectively to organisational oversight and ensure that staff are updated to support children's changing needs.

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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 enjoy attending this welcoming and friendly club. They arrive happily from school, settle quickly into familiar routines and confidently move between the different spaces available to them. Children understand the club's expectations and talk positively about the activities they enjoy, including outdoor play, den building, arts and crafts, construction activities and group games. Children choose whether to participate in adult-led activities, play with friends, engage in physical activities or spend time relaxing after the school day. Children explain that their ideas and interests are reflected in the activities available. For example, they enthusiastically discuss favourite activities and confidently access resources independently to pursue these interests.

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

Children form warm and trusting relationships with staff. They seek adults out for support, conversation and play, and receive responsive support that helps them feel valued and understood. Children with special educational needs and/or disabilities (SEND), are supported to participate successfully alongside their peers. As a result, children feel included, respected and able to enjoy their time at the club.

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

Children play cooperatively together and demonstrate positive attitudes towards one another. They understand routines and boundaries and follow these confidently, helping to create a calm and enjoyable atmosphere. When disagreements arise, children are supported to resolve them appropriately and continue their play successfully. Children learn to share, take turns and collaborate with others during a wide range of activities and games.

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

Children's wellbeing is promoted effectively. They benefit from regular opportunities for physical activity, social interaction and quieter experiences when needed. Children develop confidence and independence and are supported to recognise and manage their emotions. They move confidently between activities, make decisions about their play and demonstrate a strong sense of belonging within the club. Children demonstrate positive attitudes towards attending the club and are often reluctant to leave at the end of the session because they are enjoying themselves so much.

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Next steps

Leaders should ensure all staff consistently implement the organisation's healthy eating procedures, so that children receive a consistently healthy snack offer that reflects the setting's nutritional guidance and promotes healthy lifestyles. Leaders should enhance staff understanding of recording relevant information relating to children and families. Leaders should develop further opportunities for children to contribute to decision-making and influence the activity programme, so that children's views are used more fully when shaping the provision.

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Address:

Wellington Primary School Sutton Lane Hounslow TW3 3BD

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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 - 08:55,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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About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

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About this inspection

We carried out the inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the 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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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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