Junior Adventures Group @ Pickhurst BR4

Junior Adventures Group @ Pickhurst BR4

Unique reference number (URN): 2750109 Address: Pickhurst Infant School, Pickhurst Lane, West Wickham, BR4 0HL Type: Childcare on non-domestic premises Registered with Ofsted: 08/08/2023 Registers: EYR, CCR, VCR Registered person: Junior Adventures Group UK Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Leaders and managers share information effectively with schools to monitor children's attendance and to find out about any significant events during the children's day at school. Staff work well together as a team to provide support for individual children, for instance when children have disagreements with their friends or need support with social interactions. Children typically learn to take turns and enjoy sharing their play experiences with their friends, understanding behavioural expectations.

p.2

Behaviour, attitudes and establishing routines Expected standard

Key persons know their children well. They know children's interests and any areas in which children need support. For example, they understand when young children struggle to adapt to noisy environments, and they provide space, resources and support for children to settle down. Children chat happily with their key persons. For instance, as their key person supports them to find their bag from the box where children's bags are stored, they say that their bag is 'all the way down'. Children learn to manage their emotions and typically develop positive relationships with their peers and the staff.

p.2

Inclusion Expected standard

Leaders and managers provide an inclusive environment in which children feel welcome. They understand their roles and responsibilities to liaise closely with the school and with parents in order to monitor and identify areas in which individual children may need additional support. Staff provide suitable options at snack time to ensure that children with dietary needs feel included and their needs are met.

p.2

Inclusion Expected standard

There are currently no enrolled children with special educational needs and/or disabilities (SEND) in the early years age range. Those who lead the SEND provision share information effectively with parents to identify any additional support that individual children may need. They provide training for staff in relation to SEND. However, they do not ensure that all staff attend this training to improve their knowledge. This has minimal impact on the younger children in the group, as there are currently none with SEND.

p.2

Inclusion Expected standard

Staff understand young children's emotional needs and provide support for them to be included in activities and feel part of the group.

p.2

Children's welfare and wellbeing Needs attention

Leaders do not ensure that the management of the setting is continually effective to ensure children's welfare and wellbeing. The setting does not currently have a named deputy to take charge in the manager's absence. This compromises consistency in support for staff to identify and address any weaknesses in their practice. At times, the setting is managed by staff who are not yet fully trained to implement the responsibilities of the role.

p.2

Children's welfare and wellbeing Needs attention

Leaders and managers have not identified and addressed some inconsistencies in staff practice. At times, staff do not allow enough time for children to finish an activity to their satisfaction before moving on to another. Some young children's play finishes abruptly as routines are not flexible. Although they want to go back to their play, staff encourage them to join in with snack time, which does not consistently help children to feel that their choices are valued.

p.3

Children's welfare and wellbeing Needs attention

Staff provide healthy snacks for children. They encourage children to make choices at snack time, such as choosing the fillings for their sandwich. Staff work closely with parents to meet individual children's dietary needs and to ensure their health and wellbeing.

p.3

Leadership and governance Needs attention

Leaders do not ensure that a manager or deputy is present at all times to oversee the setting's operation and ensure the quality of staff practice.

p.3

Leadership and governance Needs attention

Leaders have not ensured that supervision is consistently effective to identify training needs and support individual staff to continually improve their personal effectiveness. Leaders have not established consistent processes to obtain staff views with regard to workload and to identify solutions to any issues that arise. At times, these weaknesses compromise staff's abilities to fulfil their roles and responsibilities.

p.3

Leadership and governance Needs attention

Leaders have taken action to ensure that children have regular access to outdoor play and to provide adequate resources for their play. These improvements help to support children's physical wellbeing and their enjoyment during their time at the setting. Leaders have improved processes for staff to communicate with each other, particularly when they are deployed in different areas of the premises, such as outdoors and indoors. These improvements to information-sharing processes support staff to work together as a team to ensure children's safety.

p.3

Leadership and governance Needs attention

Leaders work closely with parents, and with schools that children attend, to share information and promote continuity in children's care.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

There are weaknesses in the leadership and management of the setting which impact on children's wellbeing. A manager and/or deputy is not always on site. Leaders do not ensure that there is effective supervision to enable staff to balance workloads and have the skills to fulfil their roles and responsibilities.

p.4

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

Children develop positive relationships with their key persons and enjoy playing games with them. They have fun as they play a card game and decide which card to add to the pile to match with the colour of the card on top. Children learn to take turns with their friends and with their key person.

p.4

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

Children typically settle well as staff plan and implement appropriate strategies to support young children to feel safe. For instance, they understand the needs of children who struggle to cope in noisy play environments, and create quieter spaces for them to engage in play of their choice.

p.5

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

Children focus well during art and craft activities as staff plan activities that stimulate their interests, such as colouring flags. Children are eager to name the countries that the flags represent, and they comment that they are going to an 'island' on holiday. However, inconsistencies in staff practice mean that staff are not available to extend children's interactions further and enhance their enjoyment during the activity.

p.5

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

Children demonstrate a sense of belonging. They know to care for resources. When they finish the activity, they persevere to get the right lid back on each colouring pen before putting it away.

p.5

Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

p.5

Action Completion Date

ensure that the manager or deputy is present at all times to manage the setting's operation 31/07/2026

p.5

Action Completion Date

ensure that staff supervision is effective to identify and support individual staff to improve their competence, including discussions about workload and their training needs, so that the quality of children's care is continually improving 31/07/2026

p.5

About this inspection

The inspector spoke with leaders and staff during the inspection.

p.5

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.

p.5

About this inspection

The inspection started on 6 February 2026. Inspectors returned on 2 July 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and

p.5

Address:

Pickhurst Infant School Pickhurst Lane West Wickham BR4 0HL

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Junior Adventures Group UK Ltd

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

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 .

p.7

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8