Junior Adventures Group @ Headcorn TN27

Junior Adventures Group @ Headcorn TN27

Unique reference number (URN): 2798732 Address: Headcorn Primary School, Kings Road, Headcorn, Ashford, TN27 9QT 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

All staff are extremely positive role models and have high expectations of children's behaviour and attitudes. During circle time, staff emphasise the values of the club, including respect, courtesy and kindness. Children respond positively to these expectations, managing their feelings and emotions very effectively.

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Behaviour, attitudes and establishing routines Strong standard

Children confidently follow established routines without reminders, washing their hands before eating, collecting their lunch boxes and sitting at the table with their friends. Older children provide positive examples of the expectations for younger children. They model good manners and play cooperatively with children of all ages, demonstrating consideration and inclusivity. Children engage in games such as snakes and ladders together, interacting with each other, including with those who have special educational needs and/or disabilities. They share resources and voluntarily take turns.

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Behaviour, attitudes and establishing routines Strong standard

The setting is harmonious and calm, supporting the very warm and trusting relationships evident between staff and children. Meals are social occasions. Staff and children chat together about their day and other experiences during the holidays. Children happily seek reassurance from staff and share confidences. Leaders rigorously audit the accident and absence records to identify any negative patterns. They immediately follow up any unexplained absences. This helps staff to know that children are in a safe place.

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Inclusion Strong standard

Leaders swiftly identify children who may have special educational needs and/or disabilities (SEND) or other barriers to their participation in activities. Leaders are extremely knowledgeable and this enables them to provide well-targeted and appropriate support and resources, such as ear defenders, emoji dice and fidget toys. Where necessary, leaders, who have high expectations, provide one-to-one support for some children, allowing them to attend the club and join in the activities. This has reduced the barriers to their participation.

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Inclusion Strong standard

Leaders are proactive in liaising with the host school to ensure that procedures are consistent across the settings. Leaders signpost parents to external professionals for additional support, including financial support. They provide evidence for education, health and care plans that parents are applying for. Leaders provide support plans and healthcare plans to ensure that the needs of the children are met. These are rigorously monitored to ensure they remain fit for purpose. They are adapted if there are any changes, such as in administrating medication.

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Inclusion Strong standard

Additional training, such as training in administering peg feeds, has been provided for staff to ensure that they can care for children effectively. Leaders consistently engage with parents, holding regular discussions to ensure that the provision continues to meet the needs of the children and make a demonstrable difference to the experiences of disadvantaged children, those with SEND and those who have other barriers to their learning.

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Children's welfare and wellbeing Expected standard

Children's wellbeing and welfare are generally prioritised by staff, creating a safe and secure environment. Leaders and managers are committed to ensuring that children have an enjoyable experience during their time in the holiday club. Children are given a range of activities that encourage them to try new experiences and develop key skills. For example, children receive opportunities to practise their fine motor skills through painting and craft activities, as well as developing coordination and control through swimming and outdoor games. However, there are occasions when children are not engaged in the planned activities and no alternatives are available. Staff are not as vigilant as they could be in noticing when children are alone. They miss some opportunities to encourage children to develop new friendships.

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Children's welfare and wellbeing Expected standard

Children receive regular reminders about the importance of positive hygiene practices. Staff encourage routines such as washing hands after playing outside and before eating, helping children to develop a growing awareness of how to keep themselves healthy and prevent the spread of germs. Staff demonstrate an understanding of how to keep children safe in the sun. They encourage children to play under the pleasant shade of the trees, wear sun hats and apply sunscreen. Fresh drinking water is always available and staff constantly remind children to keep hydrated.

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Leadership and governance Expected standard

Leaders and managers have a clear understanding of their club. They have high expectations for all children to have fun and be safe at the club. Leaders are proud of their club and identify their positive parental partnerships and their inclusive provision as particular strengths. Leaders are reflective and acknowledge that there are areas to improve, such as reviewing the number and range of activities on offer outside during the morning. Leaders understand that some further staff training will strengthen the provision and support staff in helping children who find it difficult to make new friends.

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Leadership and governance Expected standard

Leaders and managers are passionate about their roles and demonstrate a clear commitment to the setting. Staff are positive about the support they receive from leaders. They benefit from regular discussions about their practice and how they can improve. They participate in regular online training of their choice, in addition to mandatory training, making them feel valued and ensuring that their knowledge is current. The staff team is stable, with most staff members returning year on year, providing consistent relationships. Partnerships with parents are generally positive. Parents value the regular communication and the flexibility of the setting in meeting the needs of families, including those with special educational needs and/or disabilities.

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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 arrive at the setting happy and keen to attend this inviting holiday club. Weekly plans take children's preferences into account and are shared so that children know what to expect. This helps children have a sense of involvement in their play. There are occasions, particularly during the morning outdoor activities, when the choice is limited and children are not engaged in the activities, nor are they offered alternatives. Children delight in the swimming activity, developing confidence in the water as they learn to float and practise their swim strokes. Others enjoy finger painting indoors, declaring that they are in the same

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Inspector:

Jill Thewlis class and are best friends. Staff communicate with parents and carers to ensure that they know the children's families well.

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Inspector:

Children with special educational needs and/or disabilities, or with other barriers to learning, are very effectively supported. They have additional resources such as individual adult support or other aids to help them fully participate in the activities on offer. Staff are positive role models and have high expectations of children's behaviour. During circle time, staff actively promote the values of courtesy, respect and kindness. Consequently, children behave well, are respectful and take turns.

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Inspector:

Occasionally, staff miss opportunities to promote friendships between children who may be new to the setting or shy. Older children interact well with younger ones, engaging cooperatively in role play or building. The environment offers ample space for children to play creatively and move freely, both inside and out. This supports children's active and exploratory play. Children benefit from pleasant shade under the trees, protecting them from the hot sun. Positive relationships between children and staff are clearly evident. Children are happy to go to staff for reassurance, particularly those who are returning attendees at the club. Parents speak highly of the club. They value the range of activities available and the approachable staff.

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Next steps

Leaders should provide training and support for all staff to ensure that there is a greater variety of appropriate activities to engage children, particularly in the outdoor morning sessions. Leaders should provide training to support staff in recognising when there is a need to intervene to encourage interactions and new friendships among children.

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About this inspection

The inspector spoke with the leaders, the special educational needs coordinator, parents, children and staff 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:

Headcorn Primary School Kings Road, Headcorn Ashford TN27 9QT

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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 : 09:00 - 15:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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