Junior Adventures Group @ Maundene ME5

Junior Adventures Group @ Maundene ME5

Unique reference number (URN): 2794819 Address: Maundene School, Swallow Rise, Chatham, ME5 7QB Type: Childcare on non-domestic premises Registered with Ofsted: 17/06/2024 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 Strong standard

Leaders have established clear, positive expectations for behaviour that children understand and follow. Staff model kindness, respect and cooperation, which children mirror in their interactions. Older children help younger ones during routines and activities, creating a strong sense of community. Children collaborate well during games and show pride in their achievements, such as mastering new chess strategies or developing physical skills outdoors. These consistent expectations help children feel secure and confident in the club's routines.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children skilfully to manage their emotions and behaviour. They use consistent structures, such as welcome meetings, rule reminders and calm transitions between activities. Children respond well to these routines and demonstrate independence, such as organising themselves for outdoor play or supporting peers who are still learning the expectations. Staff adapt their approach sensitively for children of different ages, ensuring that everyone can participate fully and feel successful.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote attendance effectively and work closely with the school to ensure children's safety at collection times. They monitor patterns and trends and act quickly if concerns arise. Staff understand children's individual needs and circumstances and use this knowledge to guide their responses, particularly for those who may need additional reassurance or structure. This consistent, thoughtful approach helps children develop positive attitudes, strong social skills and a sense of belonging.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised throughout the session. Staff build friendly and trusting relationships with children, who readily seek them out for conversation, reassurance or shared play. Staff know children's interests well and use these to create enjoyable, meaningful experiences. For example, they extend children's ideas during digging, football, riddles or creative play, helping them to express themselves and develop confidence. These warm interactions help children feel emotionally secure and valued.

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Children's welfare and wellbeing Strong standard

Children learn how to keep themselves healthy and safe. They independently collect their high-visibility jackets, hats and water bottles before going outside and follow reminders about sun safety. Snack time is relaxed and sociable, children choose healthy options and chat with staff. Staff use these moments to reinforce safe routines, such as sitting while eating and staying hydrated in hot weather. Children respond positively to these expectations and show increasing independence in managing their own wellbeing.

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Children's welfare and wellbeing Strong standard

Staff support children to recognise and manage their emotions through warm, responsive interactions. They notice when children need reassurance, encouragement or space and respond sensitively. Children talk confidently about what they enjoy at the club and show pride in their achievements. Leaders' focus on creating a nurturing, inclusive environment ensures that all children feel safe, supported and able to thrive.

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Inclusion Strong standard

Leaders have created a highly inclusive culture, where children's individual needs are identified quickly and supported thoughtfully. Staff know children very well and use this knowledge to adapt routines and activities so that everyone can participate confidently. Leaders draw effectively on their expertise and that of the special educational needs and/or disabilities (SEND) team and external professionals to shape support. They use this guidance to make purposeful adjustments, such as adapting the provision or using behaviour diaries and link books to understand triggers, patterns and the impact of strategies over time. These approaches help staff build a clear picture of each child's needs and respond with consistency and sensitivity.

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Inclusion Strong standard

Leaders monitor children's needs carefully and review support regularly through discussions with families, schools and other agencies. Staff receive strong training in trauma-informed practice, positive behaviour and SEND, which strengthens their confidence in making everyday adaptations that help children feel secure and included. This includes adjusting expectations for children at different ages and stages, planning activities that reflect children's interests and ensuring that those who need additional reassurance or structure receive it promptly. Leaders' open culture encourages staff to seek advice, share concerns and reflect on what is working well. As a result, all children, including those facing barriers to their wellbeing, are fully included in the life of the club. They take part in shared play, build friendships and develop socially because staff understand their needs and respond with

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Inclusion Strong standard

warmth, patience and skill. Leaders' inclusive approach ensures that all children experience a club, where they feel understood, valued and able to thrive.

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Leadership and governance Strong standard

Leaders have a clear and accurate understanding of the club's strengths and priorities. They have established robust systems for safer recruitment, induction and ongoing staff support, ensuring that policies are well understood and consistently implemented. Leaders monitor practice closely through regular supervision, drop ins, quality assurance visits and reflective discussions. They use this information effectively to maintain high standards across the club and to make thoughtful decisions that benefit children and staff. Their oversight ensures that routines, expectations and procedures are embedded in daily practice.

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Leadership and governance Strong standard

Staff feel well supported. Leaders prioritise their wellbeing and maintain strong communication, including weekly check ins and responsive support when needed. Professional development is purposeful and impactful, with recent training in special educational needs and/or disabilities, trauma-informed practice and positive behaviour to strengthen staff confidence and skill. Leaders take time to understand staff personally and professionally, which helps them make proportionate decisions that support workload, confidence and consistency.

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Leadership and governance Strong standard

Leaders work effectively with families, the school and external agencies to promote children's safety and wellbeing. They act on feedback, reflect on practice and make improvements where needed. Their reflective, proactive leadership ensures that children experience a nurturing, enjoyable and safe environment. Leaders' ambition to broaden the range of larger group activities as attendance grows reflects their accurate understanding of the club's next steps and their commitment to continuous improvement.

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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 happy and settle quickly into the familiar routines of the club. They are greeted warmly by staff, who know them well and take time to listen to their ideas, interests and stories from the school day. Children choose from a wide range of activities that reflect

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Inspector:

Lauren Mills what they enjoy, such as football, chess, digging, arts and crafts and themed challenges linked to current events. They show high levels of curiosity and engagement because staff adapt activities responsively so that everyone can take part. Children persevere with challenges, such as learning new chess strategies or practising physical skills. This is because staff encourage them sensitively and celebrate their efforts. These positive interactions help children develop confidence and a strong sense of achievement.

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Inspector:

Children feel valued and included. Older children naturally support younger children, helping them to feel secure and part of the group. They play cooperatively, share resources and enjoy each other's company. Children talk openly with staff about their interests, such as engineering, sport or outdoor play, and staff respond with genuine enthusiasm. These conversations help children feel understood and build trusting relationships. Children enjoy spending time together, for instance, solving riddles at snack time, creating imaginative structures outdoors or joining in team games. They demonstrate kindness, patience and respect, showing that they understand the club's expectations and routines.

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Inspector:

Children thrive in this nurturing environment. They learn how to keep themselves healthy and safe, including wearing high-visibility jackets outdoors, staying hydrated and choosing nutritious snacks. They independently collect their sun hats, water bottles and equipment before going outside and follow reminders about sun safety. Staff support children to recognise and manage their emotions through warm, responsive interactions. Children show a secure sense of emotional wellbeing and talk confidently about what they enjoy at the club. They benefit from a club where their uniqueness is valued and where they can relax, have fun and develop socially alongside their friends.

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Next steps

Leaders should continue to build on the strong opportunities for children to develop friendships and shared interests to extend larger group activities as attendance grows.

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About this inspection

The inspector spoke with the staff, manager, leaders, children and school staff 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:

Maundene School Swallow Rise Chatham ME5 7QB

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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 : 15:00 - 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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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