Junior Adventures Group @ St Michaels SL5

Junior Adventures Group @ St Michaels SL5

Unique reference number (URN): 2825598 Address: St. Michaels School, School Road, Ascot, SL5 7AD Type: Childcare on non-domestic premises Registered with Ofsted: 20/12/2024 Registers: EYR, CCR, VCR Registered person: Junior Adventures Group UK Ltd

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. Staff are not consistently vigilant and do not identify potential risks within the club promptly, which further compromises children's safety. In addition, leaders do not ensure that policies and procedures are implemented by staff to help keep children safe. Staff know how to report concerns if a child is at risk of harm.

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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 Urgent improvement

Leaders do not consider the organisation of the play environment sufficiently, which contributes to children's lack of engagement and positive attitudes. For instance, children kick flat footballs and throw hoops while they wait for other play activities to be available. Staff do not support children, including those with special educational needs and/or disabilities and children who face barriers to play, to engage in daily activities. This impacts on children's behaviour and attitudes and enjoyment.

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Behaviour, attitudes and establishing routines Urgent improvement

Staff do not consistently support children to develop positive relationships, and during some activities they do not consider how to support children to appropriately access the planned play. For example, when children create pictures and models, they mix the colours of paint and play dough. Staff remind children not to mix the colours, and other children tend to blame their peers for this behaviour. This does not promote respectful relationships between children.

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Behaviour, attitudes and establishing routines Urgent improvement

The environment is chaotic, particularly during transition times, such as mealtimes and when children are collected by their parents. For example, children prepare themselves in readiness to go to the 'Astro pitch'. However, they wait for prolonged periods of time because staff do not recognise that some children are being collected. This includes children who have put on their high-vis jacket in readiness for walking to the pitch. This means that children do not fully benefit from the planned play experiences.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders have systems in place to monitor attendance, and follow up any unexplained absences with telephone calls.

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Children's welfare and wellbeing Urgent improvement

Leaders recognise that staff need support in the club. However, they do not monitor the provision well enough to ensure children receive quality care and that policies and procedures are being implemented, particularly in relation to safer eating practices. Consequently, children's welfare and wellbeing are not consistently promoted.

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Children's welfare and wellbeing Urgent improvement

Leaders do not ensure that all staff understand and follow safer eating policies and procedures. For instance, staff do not teach children to sit down while they are eating. Children regularly walk around while eating their snacks. Furthermore, children climb on large equipment while eating food. This compromises children's safety, including children with special educational needs and/or disabilities (SEND).

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Children's welfare and wellbeing Urgent improvement

Children with SEND are not always supported in ways that promote their emotional wellbeing and engagement. For example, staff do not consider how to support children when they need to rest. This leaves some children unsettled and frustrated.

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Children's welfare and wellbeing Urgent improvement

Staff deployment is ineffective. Staff do not ensure that children are supervised when moving between the indoor and outdoor areas as they do not communicate effectively with one another. As a result, children are frequently left unsupervised. This places children at further risk of harm.

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Inclusion Urgent improvement

The provision for children with special educational needs and/or disabilities (SEND), and children who may face barriers to play, is ineffective. This means that the club is not inclusive. Leaders and staff work with children's parents to gain an understanding of children's needs and how best to support them in their play. However, they do not use this information effectively enough to meet children's needs. For instance, staff do not make adaptations to the play environment to enable children to participate. This negatively impacts the quality of their experiences in the club.

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Inclusion Urgent improvement

Leaders do not identify how to develop staff's understanding and expertise to support children with SEND. Staff do not receive training to help them make adaptations to their practice and the play environment to support children's play. For example, staff do not organise the outdoor environment to enable all children to participate in the activities. As a result, children create their own games using broken and unsuitable resources they find. Furthermore, staff do not recognise when children need to rest after a busy school day. This does not support children's wellbeing and self-esteem.

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Leadership and governance Urgent improvement

Leaders do not identify significant weaknesses across the club, resulting in breaches of the 'Statutory framework for the early years foundation stage'. They do not ensure that staff follow safer eating guidance and adequately supervise children's play. Staff understand safeguarding issues. However, leaders do not ensure that staff are vigilant in their daily practice to keep children safe. As a result, children's health, safety and wellbeing are compromised. Leaders lack the capacity to improve the club. Although they have some systems in place to monitor the quality of the provision, these are not effective. Staff do not feel supported by leaders. Professional development is not targeted to develop staff knowledge and skills. Supervision is limited and does not focus on improving practice. As a result, significant weaknesses in practice go unnoticed. This compromises children's safety.

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Leadership and governance Urgent improvement

Leaders do not ensure that staff understand the importance of making adaptations for children who attend the club, including children with special educational needs and/or disabilities. This negatively affects children's health and wellbeing.

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Leadership and governance Urgent improvement

Partnerships with parents are effective. Staff provide daily handovers at the end of each session. Parents report that their children enjoy attending the club and participating in the craft activities on offer.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Significant weaknesses across the club have resulted in several breaches of the 'Statutory framework for the early years foundation stage'. Leaders do not ensure that staff understand how to keep children safe at mealtimes, which poses a risk of choking. In addition, leaders do not ensure that children are supervised effectively in the club. This poses a further risk to children's welfare and wellbeing. Leaders also fail to support staff in managing children's behaviour due to weaknesses in the organisation of play activities. As a result, children's health, safety and wellbeing are compromised.

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

Leaders and staff do not fully understand children's needs, which means that appropriate support is not planned for effectively. This is particularly evident for children with special educational needs and/or disabilities, and children who face barriers to their play. This lack of understanding means that children do not benefit fully from the play experiences on offer at the club.

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

Poor staff deployment means that children are not well supported in their play. For example, children become disengaged while waiting to play in the 'Astro area'. They kick flat footballs and throw hoops, which sometimes hit other children. Children apologise to their friends. However, staff do not help them to understand the impact of their behaviour on others. Although children are generally happy, the organisation of the play environment and the routines are not suitable. For example, when children make models from connecting blocks, they stop during the task and place their chosen resources on top of a fridge while they stand and eat food. Staff overlook this. Other children walk around with food or climb and balance on one foot on a large chair to look out of the window while they are eating. This poses a risk to their health and safety. In addition, children are regularly left unsupervised while they play. This means that they are at further risk of harm.

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

Children's enjoyment and play are hindered due to the chaotic environment. The lack of support for staff from leaders means that they do not implement policies and procedures consistently, including for safer eating and behaviour.

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

Children take part in some planned craft activities as they use paint and their fingers to create pictures. Some children enjoy playing football. These activities help to support their physical development. Staff monitor children's attendance and provide parents with daily feedback about their child's experiences at the club.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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About this setting

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

implement and closely monitor systems to ensure that children with special educational needs and/or disabilities and those who face other barriers to learning, receive the support they need to access the play environment 30/07/2026

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Action Completion Date

improve staff's knowledge to consistently support children to manage their behaviour 30/07/2026

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Action Completion Date

ensure that staff understand how to keep children safe at mealtimes, to reduce the risk of choking 30/07/2026

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Action Completion Date

ensure that staff have the skills and knowledge needed to fulfil the responsibilities of their role, in particular the supervision of children 30/07/2026

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Action Completion Date

implement more rigorous monitoring of the quality of provision to identify and address areas for improvement at the earliest opportunity and foster a culture of continuous improvement 30/07/2026

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Action Completion Date

implement effective systems for the regular supervision and coaching of staff to ensure that improvements are sustained 30/07/2026

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About this inspection

The inspectors 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. Unique reference number (URN): 2825598

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Address:

St. Michaels School School Road Ascot SL5 7AD

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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 : 07:30 - 08:45,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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