Junior Adventures Group @ Holy Cross SE6

Junior Adventures Group @ Holy Cross SE6

Unique reference number (URN): 2833807 Address: Holy Cross RC School, Culverley Road, LONDON, SE6 2LD Type: Childcare on non-domestic premises Registered with Ofsted: 13/02/2025 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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Inclusion Strong standard

The setting provides a highly inclusive environment where children's individual needs are understood extremely well and supported through consistent, proactive practice.

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Inclusion Strong standard

Leaders have established a robust inclusion programme that ensures every child is prepared for success before they arrive. Families receive a detailed inclusion or health care questionnaire capturing essential information. Leaders follow this with a personalised call, working collaboratively with parents to co-produce strategies that align home, school and the setting, ensuring a seamless and consistent approach.

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Inclusion Strong standard

A wide range of inclusive tools are embedded in daily practice, including visual aids, now and next boards, transitional objects, specific toys and tailored resources. Children benefit from a dedicated sensory tent and sensory bags that support regulation and provide calming spaces when needed.

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Inclusion Strong standard

Staff are highly attuned to children who may withdraw and adapt strategies swiftly to ensure no child is overlooked. For children with special educational needs and/or disabilities leaders implement strengthened key person and buddy arrangements, regardless of age, to secure regular check ins and emotional stability.

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Behaviour, attitudes and establishing routines Expected standard

Children arrive happy, settled and eager to begin their day, demonstrating high levels of enjoyment and emotional security within the provision. They respond well to the clear expectations set by staff, who intervene promptly and calmly when boundaries are tested, reinforcing kindness, cooperation and respect.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is monitored effectively, with leaders following up swiftly when children do not arrive and recording reasons appropriately, including informing the local authority for funded places. Daily routines, such as morning circle time, help children develop a sense of belonging and community. Children of all ages play cooperatively, with older children supporting younger peers and staff encouraging safe risk taking that builds balance, coordination and resilience. Warm, trusting relationships are evident, and younger children benefit from a key person system that supports their emotional needs.

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Behaviour, attitudes and establishing routines Expected standard

For some experiences, staff do not always plan resources in advance, which can delay the start of activities and lead to periods where children become restless. Items such as bibs, water and equipment are not prepared ahead of sessions to ensure activities flow smoothly and maintain children's engagement.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are promoted effectively, with care practices that meet individual needs and ensure children feel safe, welcomed and included. Staff know children well and adapt routines to support them appropriately. Secure and responsive relationships are evident; younger children benefit from a key person system that provides regular check ins and emotional reassurance. Children show growing independence and autonomy, confidently managing hygiene routines and making choices throughout the day. Their voices are listened to and used to shape activities, with leaders adapting the programme in response to children's feedback.

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Children's welfare and wellbeing Expected standard

Children develop an age appropriate understanding of physical development, personal safety and health. Healthy eating is promoted through daily hot meals, fresh fruit and discussions about nutrition and exercise. Mealtimes are calm and social, helping children develop positive habits.

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Children's welfare and wellbeing Expected standard

Staff support children to recognise and manage their emotions, offering regulation spaces such as a sensory tent and sensory bags. Routines are flexible and responsive to individual needs.

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Children's welfare and wellbeing Expected standard

Although staff keep children safe by reminding them to use walking feet indoors or wait their turn when climbing, they do not consistently explain why these behaviours keep them safe, which limits children's deeper understanding of risk.

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Leadership and governance Expected standard

Leaders maintain clear oversight through termly supervisions, routine audits and regular pre-session briefings that ensure staff are well prepared briefings and supported. Professional development is purposeful; leaders identify emerging needs, such as confidence in managing challenging behaviour, and provide targeted training to strengthen practice. Mandatory training and structured induction processes ensure staff are suitably equipped, with leaders recognising the need to further refine onsite induction for casual staff to secure full consistency across sessions.

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Leadership and governance Expected standard

Partnerships with parents and the host school are effective and contribute positively to children's experiences. Parents receive clear communication and timely handovers, with leaders available when concerns require escalation. Positive links with the school, including collaboration with inclusion teams and attendance at wider partnership meetings, ensure strategies are aligned and children's needs are understood.

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Leadership and governance Expected standard

Governance is strengthened through weekly leadership calls, reflective evaluation and a culture of recognising effective practice. These systems ensure leaders maintain an accurate understanding of the provision, respond swiftly to concerns and uphold a safe, well organised environment that supports children's welfare and development.

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Leadership and governance Expected standard

Leaders have established clear expectations for staff practice, but oversight has not always been applied with the same level of consistency across all sessions. This has meant that some variations in how staff maintain children's engagement during activities, and how they support children to understand risk and safety, have not been picked up as promptly as they could be. Leaders plan to refine their monitoring routines to ensure these aspects of practice remain consistently embedded.

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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, friendly and well organised environment where they feel safe, valued and eager to take part. They arrive confidently and settle quickly, showing that they feel a strong sense of belonging within the setting. Staff build warm relationships with children, supporting them to feel secure and comfortable to express themselves, ask questions and share their interests. Children enjoy being social; they form friendships easily and engage in conversations about their past experiences, home lives and hobbies, helping them develop communication and language skills.

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

Children are encouraged to develop new skills and follow instructions that help them work as a team. They learn how to hold equipment correctly, such as modelling how to use the archery bow safely, and they collaborate to build structures using magnetic tiles and straws, problem solving how to make them taller or stronger. Board games and team activities help children understand rules, take turns and cooperate, strengthening their confidence and resilience.

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

Children's curiosity is nurtured through a wide range of indoor and outdoor activities that promote exploration and enjoyment. Children's physical development is prioritised, with a wide range of opportunities for them to engage in team games such as football and races, alongside using large play equipment that enables them to climb, balance and strengthen their core muscles. They are encouraged to share their ideas, make choices and influence the direction of play, helping them develop autonomy and a sense of ownership.

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

Children thrive because routines are clear, supervision is consistent and staff respond promptly when children need help. Staff remain attentive and present throughout the session, offering calm guidance that helps children feel secure and confident to explore. Transitions between activities are well managed, which supports children to understand what is happening now and next and reduces any uncertainty.

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Next steps

Leaders should ensure children remain meaningfully engaged throughout sessions so that periods of waiting do not reduce their involvement in activities. Leaders should ensure that all staff support children to understand how some actions can cause harm or injury to enable them to begin to risk take more independently and keep themselves and others safe.

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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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Address:

Holy Cross RC School Culverley Road LONDON SE6 2LD

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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: Tuesday,Wednesday,Thursday,Friday : 10:00 - 14:00,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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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