Junior Adventures Group @ Moorlands RG30

Junior Adventures Group @ Moorlands RG30

Unique reference number (URN): 2777972 Address: Moorlands Primary School, Church End Lane, Tilehurst, Reading, RG30 4UN Type: Childcare on non-domestic premises Registered with Ofsted: 24/01/2024 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

Staff and children build trusting relationships together. Children respond well to staff and actively listen to and follow instructions. Staff create a positive environment, where children know what the rules are and what is expected of them. For example, children know that they must tidy away after themselves when they finish snack. Children's ages and stages of development are considered when staff support them to meet the rules of the setting. Adaptations are made when necessary for children that may need additional support.

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Behaviour, attitudes and establishing routines Expected standard

Staff implement a routine to support children to know what happens within the session. Sometimes, there is a longer wait time for children when they move between activities, particularly after art activities that require cleaning up when finished. This leads to children feeling bored while waiting around.

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Behaviour, attitudes and establishing routines Expected standard

Children play together well. They enjoy collaborating, talking about their day and sharing games. They are kind to each other, take turns and ensure no children are left alone to play. Children have positive attitudes to play and activities and enjoy taking part in them. Leaders role model kindness and positive social skills to support children's personal, social and emotional skills.

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Children's welfare and wellbeing Expected standard

Staff ensure that care practices meet the needs of individual children. Children are supported to take good care of themselves within the setting, and they practise good hygiene habits, such as handwashing before eating and after coughing. Children enjoy a healthy range of food for snack and staff talk about healthy choices. They explore children's food likes and dislikes with them. Children are encouraged to keep hydrated throughout the session.

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Children's welfare and wellbeing Expected standard

Staff build secure relationships with all children. They attentively listen with interest to children as they talk about their school day. Staff are warm and kind with children, they consider children's emotional wellbeing and what support they may need at different ages and stages. For example, older children want to talk about any disagreements they may have had in the school day with friends, while younger children often need a hug when they are feeling tired at the end of the day. Children's emotional wellbeing and security are prioritised by staff.

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Inclusion Expected standard

Staff have developed an inclusive environment within the setting. They know the children well and this supports them to tailor the provision and activities to meet all children's needs. Children with barriers to learning are supported to access the full range of play activities and experiences. Staff identify children's needs quickly. They work alongside parents and other professional to support children with special educational needs and/or disabilities. They create plans that support children to feel a sense of belonging within the setting. Strategies that support children's wellbeing are used by the team. For example, at breakfast club they tell children the plan for play, activities and snack that will happen at after-school club. This supports children to have enough time to process this information and prepare them for what to expect. Children's individual needs are supported throughout the sessions.

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Inclusion Expected standard

For example, staff implement movement breaks for children to support their personal, social and emotional wellbeing. This supports children to manage their emotions through moving and a change of environment. Children known or previously known to children's social care are supported fully throughout the sessions.

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Leadership and governance Expected standard

Leaders understand the strengths and priorities for development within the setting. They identify areas for improvement and implement these. For example, they recently created a calm corner for children that want a quiet area after a long day at school. They have considered the individual needs of all children and started to tailor the provision accordingly. Leaders and staff understand their responsibility in decision-making. Decisions are undertaken with all children's best interests at the centre.

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Leadership and governance Expected standard

Leaders support staff so that their workload is consistent and manageable. Staff feel well supported and know who to speak to if they do feel like they need any support.

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Leadership and governance Expected standard

Staff undertake training that supports their knowledge and practice. For example, they complete food hygiene and safeguarding courses. Leaders partner with the local authority and staff have recently completed training on adverse childhood trauma. Staff implement knowledge they gain from training into the setting. This supports them to create a safe and inclusive setting.

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Leadership and governance Expected standard

Staff work alongside parents and teachers to support the wellbeing of each child. Staff communicate effectively with them to ensure they have the information they need to support each child.

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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

Staff greet children when they finish their school day. Children eagerly make their way to club to find out what activities are on offer. Children with special educational needs and/or disabilities are briefed at breakfast club so they know what will happen. This supports them to manage their expectations and routine. Children build secure and trusting relationships with children and staff. This supports them to feel safe and content within the setting. All children and families are welcomed by staff at the setting. This supports them to feel valued.

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

Children are supported to keep themselves safe within the setting by following the rules. They have a good understanding of how to do this and what is required of them. For example, they use knifes at snack time sensibly, listen to staff's instructions and look after their own wellbeing by washing their hands. Children are well behaved and have positive attitudes. They enjoy attending the setting. Staff support positive attendance habits.

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

Children enjoy spending time with each other. They collaborate through play while accessing a range of activities indoors and out, including, games, arts and crafts and playground activities. Children delight in using water to model clay into elaborate creations. They excitedly show and tell staff what they have made. Staff respond with warm praise and genuine interest. Children are encouraged to express how they are feeling and they talk to staff about their school day.

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Address:

Moorlands Primary School Church End Lane, Tilehurst Reading RG30 4UN

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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 : 15:15 - 17:30

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Next steps

Leaders should review routines so that children have even more opportunities for play.

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About this inspection

The inspector spoke with leaders, assistants and parents 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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