Junior Adventures Group @ Ashford St Marys TN23

TN23

Unique reference number (URN): 2796223 Address: St. Marys C Of E Primary School, Western Avenue, Ashford, TN23 1ND 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

Children demonstrate consistently positive behaviour and attitudes. From the moment they arrive, children settle quickly, follow established routines and show confidence in what they need to do. They respond calmly to changes, such as adjustments to the sign-in process. Children follow instructions with ease and clearly understand expectations, which helps a busy environment run smoothly. Children of different ages play extremely well together and use shared resources respectfully. Staff encourage older children to support younger ones. They provide thoughtful guidance that ensures all children feel included. Leaders provide opportunities for older children to take responsibility, such as leading group games. This further builds children's confidence and leadership skills. Staff interact positively with every child. They model positive manners and respectful behaviour, which children reflect in their

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Behaviour, attitudes and establishing routines Strong standard

Leaders prioritise children's emotional development. They encourage children to talk about their feelings and support emotional awareness and regulate their feelings. For example, through regular wellbeing checks and meaningful conversations during snack time. This approach helps children to manage their emotions and contributes to a positive atmosphere. Leaders have effective systems in place to monitor children's attendance and identify patterns of behaviour. They work closely with parents and carers and the school to provide additional support when needed. Individual support plans guide staff in meeting children's needs. Leaders plan to complete an audit of the provision to identify areas for improvement and implement a clear action plan.

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Children's welfare and wellbeing Strong standard

Children form secure, trusting relationships with staff, who know them well and respond promptly to their individual needs. Staff provide comfort and reassurance when children experience difficulties and work closely with the school to support children who need

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Expected standard

additional help. Children with special educational needs and/or disabilities benefit from clear individual support plans that help them access the provision fully.

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Expected standard

A buddy system and a 'safe person' scheme help children to feel safe and settled. Children choose the adult they feel most comfortable with, which supports their emotional security. Staff give younger children extra attention, and these children enjoy reading with adults, building confidence as they begin to explore other activities independently.

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Expected standard

Staff place high priority on children's emotional wellbeing. Regular wellbeing checks give children opportunities to talk about how they are feeling and help staff support emotional awareness and regulation. Staff plan activities, such as origami 'worry boats', to further support this development. Staff also promote children's physical wellbeing. Children receive balanced and healthy snacks. They take part in practical activities that teach healthy eating, such as making pizzas. Staff encourage children to be active and enjoy outdoor play in all weather.

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Expected standard

Staff actively promote children's voice and choice through weekly meetings. They make a large range of 'activity cards' available to consider all children's needs and interests. For example, children design plates of positive affirmations. Leaders maintain a safe environment through effective supervision and clear communication systems. Excellent hygiene practices and other safety measures are consistent and effective. Leaders show careful consideration for children's self-esteem by adapting allergy lanyards to protect children's privacy.

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Inclusion Expected standard

Children feel welcomed, supported and included in this setting. Staff know the children very well and use their positive relationships to help children feel safe and settled. Children readily approach staff for reassurance or support. They are confident to express their feelings when needed. A buddy system encourages older children to support younger ones. This helps children to build confidence and positive relationships.

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Inclusion Expected standard

Leaders work closely with families, the school and the local authority to support children with special educational needs and/or disabilities (SEND). Children with SEND access the club fully and benefit from individual support plans. These plans clearly identify their needs and the strategies staff use to support them. A flexible booking system further helps families to access the club in a way that meets their needs.

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Inclusion Expected standard

Staff training is in place and leaders have identified additional professional development to strengthen inclusive practice. Leaders reflect on the provision and are keen to find new ways to support children with SEND. They use funding effectively to help to reduce any barriers to children accessing activities. As a result, children continue to thrive in a supportive and well-managed environment. However, there is currently no designated quiet space for children, including those with SEND, who may need time away from the busy play environment to regulate their emotions or reduce sensory stimulation.

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Leadership and governance Expected standard

Leaders have systems in place to gather relevant information about children and families, who attend the setting. They use this information to understand children's needs and provide appropriate support when needed. Leaders ensure that statutory requirements are met and maintain suitable oversight of the provision. They reflect on practice and recognise areas for development. Leaders plan to complete an audit of the provision to identify strengths and areas for improvement and to develop an action plan.

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Leadership and governance Expected standard

Leaders work in partnership with parents and carers, the school and other professionals involved in overseeing the provision. These partnerships support consistency in care and help meet children's individual needs. Leaders seek parents' views through an annual online survey and use feedback to inform future developments. Staff receive a thorough induction and benefit from termly supervision meetings. They also have access to a weekly drop-in session to discuss any concerns or seek advise with leaders, which helps to promote staff wellbeing.Leaders provide mandatory training and recognise the need to strengthen staff knowledge further through additional professional development.

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Leadership and governance Expected standard

Leaders include children in decision-making, which supports their engagement and participation. They celebrate children's differences in creative ways, such as disco Fridays that introduce music from around the world. Overall, leadership and management provide a stable foundation that supports children's overall wellbeing.

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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 experience a welcoming, inclusive and nurturing environment, where staff help them to feel a sense of belonging. From the moment children arrive, staff create a positive atmosphere that supports children's wellbeing. Children demonstrate that they feel safe and valued. Staff know children very well. They respond quickly and sensitively, when children need reassurance or comfort. Children play cooperatively, independently and show respect for one another.

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

Children access a wide range of age-appropriate resources and activities that reflect their interests and developmental needs. These opportunities help children to build skills and independence. Younger children enjoy choosing books to read with staff. Older children use the space purposefully to relax, play group games, such as a large tumbling tower game and socialise with friends. Children with special educational needs and/or disabilities participate fully in all aspects of the club.

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

Staff actively listen to children's views. They use daily wellbeing check ins and weekly meetings to give children meaningful opportunities to share their thoughts and feelings. This approach helps children to feel valued and supports their emotional development. Children benefit from regular outdoor play and physical activity, which supports their health and enjoyment. Leaders provide effective oversight and regularly review the provision to ensure continuous improvement. They work closely with the school and local authority to maintain consistency and ensure children are always kept safe.

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

Staff celebrate children's diversity. For example, they plan activities, such as 'disco Fridays', where children enjoy music from around the world. As a result, children benefit from a supportive environment.

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Address:

St. Marys C Of E Primary School Western Avenue Ashford TN23 1ND

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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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Next steps

Leaders should further enhance staffs professional learning through additional training programmes focusing on key areas for children with SEND. Leaders should consider other ways to support children's ability to independently manage their emotional wellbeing and reduce sensory input.

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About this inspection

The inspector spoke with leaders, staff and parents and carers 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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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. 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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