Junior Adventures Group @ St George's W1K

Junior Adventures Group @ St George's W1K

Unique reference number (URN): 2825596 Address: St. Georges (Hanover Square) School, South Street, London, W1K 2XH 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 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

Leaders have established a calm, positive environment in which children understand what staff expect. At the start of each session, staff remind children about routines, fire procedures, allergy safety and not sharing food. Children listen carefully, follow instructions and move confidently between quiet activities, snack time and outdoor play.

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Behaviour, attitudes and establishing routines Strong standard

Warm, familiar relationships help children feel secure. Staff know children well, share humour with them and guide their choices sensitively. During a children's meeting, staff listened as children asked to play rugby more often. They gently clarified that this would be touch rugby and used the suggestion to inform future planning. Children confidently express their views because they know staff value what they say.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to cooperate across the wide age range. Staff adapt explanations, pair younger and older children and provide extra help when needed. Children play together positively, take turns and listen to one another. At snack time, they sit calmly, clear away independently and ask before moving on to another activity. This shows that expectations are understood and consistently followed.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote attendance by working with the school and families and offering flexible, short-notice bookings. Increasing attendance remains a priority because leaders feel a larger, more consistent group would give children more opportunities to build friendships, collaborate and take part in team games.

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Children's welfare and wellbeing Expected standard

Staff provide warm and responsive care. Children have secure relationships with familiar adults, who know their interests and guide their choices sensitively. Children confidently approach staff, share jokes and express their views. Staff balance quieter activities, such as board games, with energetic outdoor play. This gives children time to relax after the school day while supporting their physical health, enjoyment and emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Staff promote children's health and independence. At snack time, children sit calmly, eat healthy food and clear away after themselves. Staff remind children about fire evacuation routes, allergy safety and not sharing food. This helps children understand how to keep themselves and others safe.

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Children's welfare and wellbeing Expected standard

Managers are aware of children's allergies and dietary requirements. Typically, they share this information with all staff. For example, there are paper records and an online system, which enables staff to access this information. However, some staff are unsure of children's precise allergies as this had not been recently updated. Although staff checked this verbally with the manager and there was minimal impact for children, leaders should ensure the procedures to update the records are implemented swiftly.

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Inclusion Expected standard

Leaders have created an inclusive culture in which staff seek to understand children's individual needs before they attend. They gather information from families and, where needed, liaise with the school and the organisation's inclusion team. This helps staff identify possible barriers to children's participation, learning or wellbeing.

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Inclusion Expected standard

Staff adapt activities, explanations and resources so that children of different ages can take part together. They use children's interests, movement breaks and quieter spaces when appropriate. Children's views also shape future activities and decisions about resources. Children learn to cooperate with each other across the wide age range. Staff adapt explanations, pair younger and older children and provide extra help when needed. Children play together positively, take turns and listen to one another's views.

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Inclusion Expected standard

Leaders provide staff with training on inclusion and positive behaviour. Staff can seek advice through regular meetings and contact with senior leaders. Leaders ensure staff know how to apply the full range of planned strategies to support children with special educational needs and/or disabilities. They recognise that they need to review the impact of support as children's needs and attendance change.

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Leadership and governance Expected standard

Leaders understand the club's strengths, including its calm routines, inclusive approach and warm relationships. They work with the school, families and the wider organisation to make decisions that support children's interests and individual needs. Flexible and short-notice booking arrangements help families manage work and caring responsibilities. Leaders also use children's views to inform future activities and decisions about resources.

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Leadership and governance Expected standard

Leaders support staff through regular meetings, drop-in sessions and access to safeguarding and inclusion advice. Staff speak positively about this support and know who to contact when they need guidance. Training in safeguarding, inclusion, positive behaviour and activity planning helps staff adapt their practice for children of different ages and needs. Leaders also consider staff wellbeing and provide clear lines of support within the wider organisation.

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Leadership and governance Expected standard

Leaders have established suitable recruitment and induction arrangements. They check Disclosure and Barring Service records, paediatric first-aid certificates, references and required training. These systems help leaders make sure that staff are suitable and prepared for their roles.

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Leadership and governance Expected standard

Leaders also have a clear process for recording and sharing children's medical information. This includes updating the concealed noticeboard and online system. However, leaders' monitoring had not identified that these updates had not been completed. Leaders need to check more routinely that agreed systems work as intended and that all staff can access accurate information easily.

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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 enjoy their time at this small, welcoming club. They settle quickly after the school day and confidently follow familiar routines. Staff provide a calm start, when children can choose board games and other quiet activities, before offering more energetic outdoor play.

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About this setting

Children participate enthusiastically and develop confidence, cooperation and independence. Children understand what staff expect of them. They listen carefully, play positively with children of different ages and move smoothly between activities. Staff repeat key safety messages at the start of each session because attendance is flexible and the group can change from day to day. Children learn about fire evacuation procedures, allergy safety and the importance of not sharing food. These clear and consistent expectations help children feel secure.

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About this setting

Warm and relaxed relationships help children feel welcomed and valued. Children speak confidently to staff and share their views during regular meetings. Staff use their suggestions to plan future activities and decide which resources to buy. Children can, therefore, see that their ideas influence their experiences at the club. Staff promote children's physical and emotional wellbeing. At snack time, children sit calmly, eat healthy food and clear away independently. They ask staff before moving on to play, showing that routines are well established. Children spend regular time outdoors, where they have ample space to move freely and take part in energetic games. Staff balance these opportunities for physical activity with calm, quieter choices, such as board games and twister, so that children can rest and recover after the school day. This thoughtful balance supports children's physical wellbeing, concentration and enjoyment.

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Next steps

Leasers should ensure procedures are implemented to update children's records swiftly, so all staff have accurate information on how to meet their individual needs, specifically in relation to allergies.

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About this inspection

The inspector spoke with senior leaders, the general manager, the club manager and designated safeguarding lead, 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. Unique reference number (URN): 2825596

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Address:

St. Georges (Hanover Square) School South Street London W1K 2XH

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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 : 15:30 - 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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