Junior Adventures Group @ Willow Grove MK45

Junior Adventures Group @ Willow Grove MK45

Unique reference number (URN): 2808447 Address: Willow Grove Primary School, Fisherswood Road, Wixams, Beds, MK45 3TE Type: Childcare on non-domestic premises Registered with Ofsted: 08/10/2024 Registers: EYR, CCR, VCR Registered person: Dawn Until Dusk 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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Inclusion Strong standard

This is a highly inclusive club, where children who may face barriers to learning thrive. Younger children play happily with older children, and all children are included.

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Inclusion Strong standard

Parents are valued as partners and contribute meaningfully to their child's support plan. Staff then use these plans when planning activities or considering routines, sharing expertise with parents to improve outcomes. Leaders consider any other resources the child may need, such as sensory toys. This may include an additional adult to be their buddy if a child needs higher levels of support. Leaders ensure staff know how to effectively support every child and provide high-quality training, such as support for children who are demand- avoidant. Leaders work closely with the host school and other professionals, such as speech and language therapists. This collaborative approach helps children to feel valued and included at the club. Leaders know how to apply for more funding to support any children that may need it.

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Inclusion Strong standard

Leaders are very knowledgeable about how to support children with special educational needs and or/disabilities and share this knowledge with staff. For example, by writing guides about sensory play or how to use visual aids. These guides enhance staff's knowledge and support their day-to-day planning and practice.

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Behaviour, attitudes and establishing routines Expected standard

Children generally enter the setting calmly after putting their belongings away. They come together as a group on arrival before quickly settling into activities of their choice. Children know the routines and automatically wash their hands before snack. When children go outside, they put on a high-visibility jacket and listen to a reminder about the rules. They understand that they wear a jacket so they can be seen. Children listen carefully as the adult tells them not to use the large climbing equipment as it will be too hot. This helps them understand how to keep themselves safe when playing outside. Leaders and staff have consistent expectations for all children's positive behaviour. Routines at the setting support children's sense of security and wellbeing and contribute positively to children's independence and engagement. Children show consideration and respect for others, resources and the environment.

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Behaviour, attitudes and establishing routines Expected standard

Staff build warm and trusting relationships with each child. They talk to the children as they play, talking about their day at school and their interests. Children typically concentrate as they play, showing focus and attention to the activity. Children of all ages play harmoniously together, making LEGO or working on craft projects. Children with special educational needs and/or disabilities and those who may experience barriers to learning receive support to access all aspects of the club alongside their peers. Leaders monitor attendance carefully and work closely with the host school.

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Children's welfare and wellbeing Expected standard

Leaders and staff have created a warm and welcoming atmosphere in this club. Key workers know the children well and plan activities they know the children will enjoy. Children request activities they would like, such as particular pictures to colour in or sensory toys. Staff are responsive to the children's needs. They recognise when children need physical play, and decide to open the playground space and take the children outside. In the large playground, all children are physically active, throwing balls, rolling hoops or making up games with the equipment. Staff help them play together, encouraging children to play a game of tennis. This helps to develop their physical and social skills.

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Children's welfare and wellbeing Expected standard

Children are offered 2 healthy snacks during the session. They independently wash their hands before sitting together at the table, where they chat with staff and their peers about their day and the food on offer. Children enjoy nutritious snacks, such as pitta bread, hummus and fresh vegetables. Staff use these opportunities to promote healthy lifestyles by engaging children in conversations about the nutritional value of food. For instance, they explain that hummus contains protein, which helps their bodies grow and stay healthy. However, staff do not consistently maximise opportunities to promote children's independence during snack time. For example, children are not routinely encouraged to prepare their own snacks by using age-appropriate skills. Allergies are known by staff and effectively managed. Staff encourage children to keep themselves safe in the sun by making sure they stay in the shade and drink plenty of water.

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Children's welfare and wellbeing Expected standard

Parents speak highly of the staff team, describing how well the staff know each child, and how much their child enjoys attending the club.

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Leadership and governance Expected standard

Leaders have established a welcoming club that children enjoy attending. Children of all ages play happily together. They spend time talking to the adults, who know them well. Leaders think carefully about the activities they offer and have recently introduced a wider range of experiences. This has improved the children's engagement and enjoyment of the club. Parents are informed of the activities that their children participate in and report that their children love going there. They say that the children often do not want to leave the club as they are having so much fun. Parents value the flexibility of the sessions, which helps to meet the varying needs of their families.

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Leadership and governance Expected standard

Leaders ensure the club is safe. They check that all staff are suitable to work with children, and that staff know how to report concerns. Staff feel well supported and receive comprehensive training when they start. Leaders provide opportunities for professional development that support improvements in practice. The training is linked to identified priorities and children's needs. Regional managers support the club well, working closely with the new acting manager to bring about further improvements. Ongoing training for managers will support future development. Leaders meet with staff regularly to discuss the club and to plan any changes and improvements going forward. Leaders give careful consideration to staff wellbeing and work load.

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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 are happy in this warm and welcoming setting. They enter the club calmly, and greet the staff and their friends. They start their session with a short group time, where they get to discuss a number of topics that interest them, such as the recent World Cup matches.

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Inspector:

Lisa Jeffery Children engage in the carefully selected activities alongside adults, who talk to them and extend their play. They play together kindly and the older children involve younger children in their play. Children enjoy LEGO, craft, role play and physical play outside. There are lots of opportunities for younger children to develop their physical health, playing in the large outside space on the trim trail or using small equipment, such as bats and balls. Younger children develop their hand–eye coordination as they use scissors and a range of mark- making tools. Children share 2 healthy snacks during the afternoon session, during this time they talk about their day and learn about healthy eating.

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Inspector:

Leaders and staff know the children and families well. Staff find out about the children's needs, likes and dislikes when they start, and use this information to plan activities. All children, including those with special educational needs and/or disabilities, are well supported. Staff adapt activities and provide targeted support to ensure all children are included in the club. Staff work closely with the host school to find out more about each child.

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Inspector:

Children understand the rules of the club, staff reinforce these through gentle reminders. They know that they must ask the adults if they want a different toy to play with. Children understand how to keep themselves safe at the club, for example, by drinking more water on hot days. They are confident that the adults will help them and feel safe and listened to.

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Next steps

Leaders should ensure children are given further opportunities to develop their independence, especially at mealtimes. Leaders should strengthen ongoing training so that new leaders develop the knowledge and skills to drive continuous improvement.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, 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.

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Address:

Willow Grove Primary School Fisherswood Road Wixams Beds MK45 3TE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,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. 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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