Junior Adventures Group @ St Aiden's VC N4

Junior Adventures Group @ St Aiden's VC N4

Unique reference number (URN): 2801839 Address: St. Aidans Primary School, Albany Road, London, N4 4RR Type: Childcare on non-domestic premises Registered with Ofsted: 17/07/2024 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

Leaders have established and regularly review consistent expectations for behaviour and daily routines. Practitioners generally implement these consistently, helping children understand what is expected of them and creating a calm, welcoming environment. Leaders promote the importance of attendance by providing engaging experiences, where children look forward to joining the club after the school day.

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Behaviour, attitudes and establishing routines Expected standard

Children typically demonstrate positive attitudes towards play and learning. They confidently make choices, sustain their involvement in activities and show resilience when solving problems or adapting their ideas. During board games and construction activities, children take turns, cooperate with their peers and resolve minor disagreements independently through discussion. Children increasingly recognise and manage their emotions, seeking reassurance, when needed, and using the strategies modelled by practitioners to regulate their feelings and remain engaged in play. They confidently explain the club expectations, including using 'kind hand's, respecting resources and showing consideration for others. Children develop confidence, perseverance and positive social skills.

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Behaviour, attitudes and establishing routines Expected standard

Positive relationships between practitioners and children help children feel secure and respond well to consistent expectations. Practitioners adapt routines and behaviour strategies to meet children's individual needs. Children engage confidently in familiar daily routines, understanding what comes next and participating with increasing independence. They move confidently between routines and activities, responding positively to reminders that help keep themselves and others safe. Overall, leaders have established positive behaviour and well-embedded routines that support children's confidence, independence and emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders place children's welfare and wellbeing at the heart of the provision. They have established effective systems to monitor health, safety and welfare, ensuring children are cared for in an environment where their physical and emotional wellbeing are prioritised. Regular risk assessments, daily safety checks and quality assurance reviews help ensure procedures remain responsive to children's changing needs and that children are cared for safely.

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Children's welfare and wellbeing Expected standard

Overall, children develop healthy lifestyles through daily opportunities to be physically active. Leaders recognise that some children have limited access to outdoor space at home and, therefore, prioritise outdoor play and multi-sports activities, helping children develop physical skills, coordination and confidence. Practitioners generally manage children's dietary requirements, allergies and medical needs effectively so children can participate safely in all aspects of the provision.

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Children's welfare and wellbeing Expected standard

Children typically benefit from consistent care and positive relationships with practitioners, who know them well and provide reassurance when needed. Individual strategies, including visual supports, resources that promote self-regulation and quiet spaces, help children manage their emotions and remain involved in activities. Close partnerships with parents, the host school and external professionals ensure children's welfare needs are identified early and support remains responsive as circumstances change.

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Children's welfare and wellbeing Expected standard

Leaders regularly evaluate welfare arrangements through audits and quality assurance reviews to monitor their effectiveness and drive continuous improvement. However, practitioners do not consistently maximise everyday routines, particularly snack times, to strengthen children's understanding of the benefits of maintaining a healthy lifestyle.

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Inclusion Expected standard

Leaders place inclusion at the centre of the provision and have established effective systems to identify and respond to children's individual needs. They work closely with parents, the host school and external professionals before children attend, wherever possible. Through effective partnerships and careful information-sharing, barriers to learning and participation are identified early, enabling children to receive consistent support from the outset and settle quickly into club life.

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Inclusion Expected standard

Children who need additional support participate confidently alongside their peers because practitioners adapt activities and the environment to meet individual needs. Visual timetables, 'Now and Next' boards, resources that promote self-regulation and quiet spaces help children communicate, manage their emotions and engage successfully. Generally, children who become overwhelmed benefit from calm spaces, while quieter activities help new children settle and build confidence.

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Inclusion Expected standard

Where emerging concerns are identified, leaders work closely with parents and, where appropriate, signpost families to additional services. They review support regularly to ensure it continues to meet children's changing needs and reduces barriers to participation.

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Inclusion Expected standard

Leaders also respond effectively to the needs of disadvantaged children through the Holiday Activities and Food programme, enabling children to access high-quality experiences alongside their peers. As a result, children are welcomed, valued and included in all aspects of club life.

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Leadership and governance Expected standard

Leaders have established effective strategic oversight of the provision and generally have an accurate understanding of its strengths and the areas they are continuing to develop. Regular monitoring visits, quality assurance reviews, audits and professional discussions help leaders evaluate practice, identify priorities and support continuous improvement.

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Leadership and governance Expected standard

Leaders have responded positively to changes since the last inspection. Following a period of staff changes, they have established a more consistent team and, through partnership with the host school, secured a dedicated hall for the club. This has generally improved the organisation of routines, children's access to resources and the consistency of their daily experiences. Generally children's views increasingly influence the activities available, promoting their independence and engagement. Leaders typically provide appropriate oversight of the provision, ensuring statutory requirements are met while working closely with parents, the host school and external agencies to identify and reduce barriers to children's learning, participation and wellbeing. Effective partnerships with families help ensure children receive consistent support across home, school and the club, enabling support to remain responsive to their changing needs.

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Leadership and governance Expected standard

Practitioners generally feel valued and supported through regular supervision, team meetings and coaching. However, professional learning has not consistently focused on strengthening practitioners' interactions with children to sustain children's engagement through high-quality conversations. Overall, leaders have established a reflective culture that promotes continuous improvement and positive outcomes for children.

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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 typically arrive happily from school and settle quickly into the familiar routines of the club. They are greeted warmly by practitioners, confidently follow the club expectations and independently choose from the wide range of activities available. They access resources independently, make decisions about their play and move confidently around the environment. Warm relationships with practitioners help children feel safe, valued and develop a strong sense of belonging. The welcoming environment and enjoyable experiences encourage children to look forward to joining their friends after the school day and participating enthusiastically in club life.

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

Children and their families are welcomed into the provision. Practitioners take time to get to know children's individual interests, experiences and family backgrounds. As a result, children confidently talk about their families, holidays and future aspirations, knowing that practitioners listen to them and value what they have to say.

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

Children generally participate enthusiastically in experiences that reflect their interests. For example, they design World Cup flags while discussing football matches and proudly explaining their creations to practitioners and their friends. They also enjoy quieter experiences in the cosy book area, where they share books and conversations with familiar adults.

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

Children who need additional support typically participate confidently alongside their peers because practitioners adapt activities to meet their individual needs. Young children benefit from interacting with their older peers. They work cooperatively during construction activities, solve problems together and show resilience when adapting their ideas. During board games and outdoor activities, children take turns, follow rules, contribute their own ideas and develop positive relationships. Generally, children enjoy their time at the club and benefit from a welcoming, inclusive environment.

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Next steps

Leaders should support practitioners to plan and organise activities more effectively, so that children remain engaged, purposeful and actively involved throughout the session. Leaders should support practitioners to enrich daily routines to encourage children consistently to make healthy choices and decisions, so that they form strong foundations for their own self-care and physical health. Leaders should provide targeted professional development and coaching to strengthen practitioners' interactions with children, so that high-quality conversations consistently sustain children's engagement and encourage them to participate more fully in play and activities.

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Address:

St. Aidans Primary School Albany Road London N4 4RR

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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: 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, 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.

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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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