Junior Adventures Group @ Chatsworth TW3

Junior Adventures Group @ Chatsworth TW3

Unique reference number (URN): 2746866 Address: Chatsworth Primary School, Heath Road, Hounslow, TW3 2NW Type: Childcare on non-domestic premises Registered with Ofsted: 20/07/2023 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

Staff establish clear routines and model polite and respectful behaviour. As a result, children behave well and are familiar with the club's expectations. Younger children are collected from their classroom by staff, while older children arrive independently from the school. They settle quickly into play activities. They join group games and respond appropriately to adult direction and encouragement. Children typically concentrate well as they engage in physical, creative and investigative play. For example, they observe how ice melts and share their ideas with their peers.

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Behaviour, attitudes and establishing routines Expected standard

Children make friends and are kind to each other. They help one other during play. For example, when a child struggled to make bubbles with a wand, their friend helped them to find the reason why. Once bubbles reappeared, they were very pleased to observe that 'now it works again'.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm relationships with staff and are confident in approaching them to share ideas and ask for help. They ask questions and request resources for their play, demonstrating they feel secure in the staff's care. Staff are kind and responsive. However, while children confidently express what they would like to play with, leaders do not organise the environment to consistently promote children's independence.

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Children's welfare and wellbeing Expected standard

Staff know children well and build warm relationships with them. Children feel secure in their care and are keen to involve staff in their conversations and in their games. Staff are attentive to children's individual needs. For example, staff are aware not all children have access to a garden and understand the importance of being outside to a child's wellbeing. They encourage children to spend time outdoors and to participate in a wide range of activities in the large playground. Children have plenty of opportunities to be active after the school day. They enjoy energetic play and participate in games, such as football and basketball. This supports their physical development and helps them to unwind after a busy day at school.

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Children's welfare and wellbeing Expected standard

Children enjoy healthy snack and quiet areas, where they can relax before going to play with their friends if needed. Staff encourage them to take 'water breaks' to keep hydrated while playing. As a result, children develop an understanding of healthy habits. Children gain some independence. They choose the activities they want to join, manage their personal care needs and put away their belongings. However, the organisation of indoor resources does not always support them to make independent choices in their play.

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Inclusion Expected standard

All children benefit from nurturing relationships, consistent support and an environment, where they feel safe, valued and included. Children's individual needs are recognised and respected. Children with special educational needs and/or disabilities are generally supported well. Partnerships with the host school are effective and staff communicate regularly with class teachers. Information is shared appropriately to promote consistency in approaches and expectations. Staff adjust routines and make sure appropriate resources are in place to enable all children to be included. For example, they provide personalised transitions and quiet spaces for children that need additional time to settle after the school day before joining activities. In addition, staff typically plan activities considering children's interests to support their engagement. This ensures that all children access and enjoy the same

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Inclusion Expected standard

Staff know children and their families well and respond to their individual needs to reduce barriers to learning. For example, they recognise that some children have limited opportunities for outdoor play at home and ensure they spend time outdoors daily, benefiting from fresh air and active play.

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Leadership and governance Expected standard

There have been changes within the leadership team since the last inspection. Leaders have implemented new procedures and routines to ensure the safety of children and worked diligently to address actions raised. Leaders supported staff to strengthen their understanding of safeguarding procedures about the use of mobile phones at the setting and implemented new measures to communicate between them across the site. For example, they now use walkie-talkies to support coordination between indoor and outdoor areas. Staff report that they receive regular supervision and that they feel confident to approach leaders for guidance and support. They meet regularly with leaders to evaluate the provision and to identify ongoing training that will develop their knowledge further. This helps to increase their confidence in their role and supports them to develop and maintain the skills needed to run the club smoothly.

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Leadership and governance Expected standard

Leaders work in partnership with the host school. They are proactive in seeking advice from the school to support children with special educational needs and/or disabilities further. Leaders have open, regular communication with parents and carers. They ensure parents receive a verbal handover at the end of each session to keep them informed about their children's time at the club. They also pass on any messages from the host school for continuity of care. Parents report that their children are happy to attend the club and praise the caring and supportive staff. They comment positively on the impact the club has on their children's confidence and behaviour.

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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 the setting and quickly settle in familiar and clear routines. For example, children know what to do as soon as they arrive. They hang up their backpacks and wash their hands before choosing an activity. Staff are welcoming and friendly, and children form warm relationships with them. They confidently approach them for a cuddle and to chat about their day. This helps them to develop a sense of belonging and feel secure.

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Address:

Chatsworth Primary School Heath Road Children experience a positive environment, where they can socialise, relax and be active. They enjoy each other's company and build friendships through games and activities. For example, they play group guessing games, learning to take turns, follow rules and cooperate. Outdoors, children play enjoyable games organised by staff and have opportunities for active play. They participate in ball games and have plenty of space to be active and release energy after the school day.

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Address:

Staff know children well and provide reassurance and guidance. Children with special educational needs and/or disabilities receive appropriate support and enjoy the same activities as their peers. Staff reduce barriers through flexible routines and close partnerships with parents and the hosting school. For example, they offer quiet spaces for children to settle before joining in the rest of the group, when they feel ready.

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Address:

Parents speak positively about the club. They report that their children are happy to attend regularly and praise the care and support staff provide.

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Next steps

Leaders should review the organisation of resources so that younger children can more easily see what is available and independently make choices about their play.

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About this inspection

The inspector spoke with leaders, staff, parents and children 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. Hounslow TW3 2NW Type: Childcare on non-domestic premises

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About this inspection

Registered person: Junior Adventures Group UK Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,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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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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