Junior Adventures Group @ Whitchurch HA7

Junior Adventures Group @ Whitchurch HA7

Unique reference number (URN): 2803543 Address: Whitchurch Primary School, Wemborough Road, Stanmore, HA7 2EQ Type: Childcare on non-domestic premises Registered with Ofsted: 23/07/2024 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 Expected standard

Children behave well and understand the expectations of the club. They follow familiar routines and respond appropriately to staff guidance. Staff are aware of children's expected attendance patterns and follow up unexplained absences, supporting children's welfare and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Children play cooperatively. They share resources, take turns and welcome others into their play. They work together during activities and show consideration for one another, supporting positive relationships throughout the session. Staff model respectful behaviour and use inclusive approaches to help all children understand expectations. They provide clear guidance and gentle reminders when needed, helping children recognise boundaries and manage their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children of different ages play successfully alongside one another. Younger children are supported to participate, while older children demonstrate independence and take responsibility for their actions. When minor disagreements arise, staff help children resolve these calmly and maintain positive relationships.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children have positive attitudes and enjoy their time at the club. However, the organisation of some transitions during play and routines affects their engagement. For example, children sometimes wait too long when lining up for snacks or listening to rules before beginning games. As a result, some children become restless and lose interest. Nevertheless, children feel secure and generally behave in ways that contribute to a safe, calm and enjoyable environment.

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Children's welfare and wellbeing Expected standard

Children's care needs are met effectively. Familiar staff and consistent arrangements when children arrive from school help them feel safe and settle into the club. Children understand appropriate hygiene practices, and staff remind them to wash their hands at key times.

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Children's welfare and wellbeing Expected standard

Children regularly access outdoor play, including climbing and football, supporting their physical wellbeing and allowing them to release energy after the school day. They have snacks and drinks in a relaxed, sociable environment, where staff supervise and support their choices. However, the range and variety of snacks provided do not consistently support the promotion of healthy choices. Staff complete appropriate checks and supervise children effectively, enabling them to play and move around safely.

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Children's welfare and wellbeing Expected standard

Generally, children are supported to manage their needs and choose how they spend their time, promoting independence and confidence. However, the range and accessibility of resources do not consistently enable children to make wider choices or lead their own play. Arrangements for children's arrival from school help them settle quickly. However, transitions during play and routines are not always organised effectively. At times, children wait too long, which causes them to become restless and lose interest.

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Inclusion Expected standard

Leaders and staff promote an inclusive environment where children of different ages, backgrounds and abilities generally play together and participate fully. Dedicated inclusion leads oversee arrangements for identifying, assessing and meeting children's individual needs. They hold detailed discussions with parents, school special educational needs coordinators and other professionals. This helps staff remain up to date with relevant information and plan appropriate support.

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Inclusion Expected standard

Staff know children well and typically adapt their interactions, expectations and activities to reduce barriers to participation. Children with special educational needs and/or disabilities benefit from adaptations, including quiet spaces, fidget toys and sensory resources. These generally help children regulate their emotions, remain settled and participate alongside their peers. Staff provide reassurance and allow children time away from group activities when needed, enabling them to return when they feel ready.

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Inclusion Expected standard

Staff respond sensitively to children experiencing other barriers to their learning or wellbeing. Children who speak English as an additional language are generally supported through clear communication, modelling and demonstration. This helps them understand routines, communicate their needs and join activities.

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Inclusion Expected standard

Leaders consider the circumstances of disadvantaged children and families. Flexible booking arrangements help meet different family needs and support regular attendance. Consequently, children generally benefit from the club's activities, develop positive relationships and feel that they belong. Leaders and staff are committed to ensuring every child is welcomed, valued and included.

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Leadership and governance Expected standard

Leaders provide clear strategic oversight and ensure that the club operates in an organised and generally consistent manner. They communicate appropriate expectations to staff and establish routines that support children's safety, inclusion and participation. Staff are deployed effectively, helping sessions to run smoothly and maintaining a calm environment. Senior leadership arrangements provide oversight of the club's operation and help leaders monitor whether required policies and procedures are followed.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and workload when allocating responsibilities and organising sessions. In the main, staff receive support and opportunities for professional learning that develop their knowledge and expertise. This generally helps staff understand their roles and promotes consistent approaches to children's care and behaviour. However, leaders have not yet ensured that all aspects of practice are implemented consistently. The range and accessibility of resources do not always enable children to make wider choices and lead their own play. In addition, some transitions during play and routines result in unnecessary waiting, while the range of snacks provided does not consistently promote healthy choices. Overall, leadership arrangements support a generally well-managed club. Addressing these areas would improve children's experiences further.

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Leadership and governance Expected standard

Leaders maintain positive partnerships with parents and the host school. They gather and share relevant information to promote continuity of care and meet children's individual needs. Parents describe staff as approachable and supportive. They report that their children enjoy attending and feel safe. Partnerships with the school and other professionals help leaders remain informed about children who may require additional support.

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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, cared for and settled at the club. They receive a warm welcome from familiar staff, separate confidently from school staff and quickly become involved in the activities available. Children understand the club's expectations, including using 'kind hands', respecting resources and being kind to their friends. This helps them feel safe and generally supports calm, considerate behaviour during play.

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

Children and their families are welcomed and valued. Parents share information about their children's interests, routines, medical needs and any additional support required. Children benefit from adjustments, such as visual cards, quiet spaces and additional reassurance, helping them participate alongside their peers.

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

Children develop positive relationships with staff and other children. Younger children are included in activities alongside older peers, who show patience and offer help. Children cooperate during matching and pop-up pirate games, share equipment, wait for turns during games and respond positively when others succeed. Children enjoy solving problems and developing their ideas. They join connecting straws to make models and consider how the pieces fit together. During origami, children listen to instructions and fold paper to create boats, hats, birds and butterflies. They persevere when folds are difficult and take pride in their completed models. These experiences develop their concentration, independence and confidence.

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

Children enthusiastically participate in football, egg-and-spoon activities and other games. They run, balance, aim, coordinate their movements and encourage one another. Children show enjoyment, curiosity and positive attitudes during play. They build friendships and feel included within the mixed-age club. Children benefit from regular attendance, which helps them understand routines, develop friendships and participate regularly in the experiences provided.

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Next steps

Leaders should strengthen the organisation of transitions during play and routines to reduce waiting times and help children remain settled and engaged. Leaders should increase the range and accessibility of resources so that children can make wider choices and lead their own play. Leaders should strengthen the promotion of children's health by reviewing the range and variety of snacks offered to ensure these consistently support healthy choices.

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About this inspection

The inspector spoke with the safeguarding and inclusion lead, managers, staff, children, 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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Address:

Whitchurch Primary School Wemborough Road Stanmore HA7 2EQ

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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 : 15:20 - 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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