Junior Adventures Group @ Somerhill TN11

Junior Adventures Group @ Somerhill TN11

Unique reference number (URN): 2852175 Address: Somerhill Charitable Trust Ltd, Somerhill, Tonbridge, TN11 0NJ Type: Childcare on non-domestic premises Registered with Ofsted: 23/07/2025 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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Children's welfare and wellbeing Strong standard

The club prioritises children's welfare and wellbeing consistently. Staff adapt procedures to meet the needs of children, including those who have special educational needs and/or disabilities or other barriers to their learning. For instance, staff receive training to administer peg feeds if necessary. Staff and children develop friendly, trusting relationships. Children go to staff for comfort or a quiet chat because they know that staff will listen to them. The introduction of daily yoga and meditation sessions provide support for children's mental health and wellbeing.

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Children's welfare and wellbeing Strong standard

Children understand clearly how to manage their own personal hygiene and health. They know to wash their hands after using the toilet or before eating. Children know which foods help to keep them healthy. For example, a group of children feed their dolls and talk about giving them vegetables because vegetables are good for you.

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Children's welfare and wellbeing Strong standard

Children treat mealtimes as social occasions, where children and staff sit together. They share their holiday experiences, laugh and chat amicably. Adults help children understand and develop safe eating practices. For instance, staff cut grapes lengthways when parents have forgotten to do so. Staff explain to children that this helps to prevent choking. Children know that they must not share their food with their friends because some children have allergies.

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Children's welfare and wellbeing Strong standard

Outside, children use the wide-open spaces well. They play football and rounders, which supports their physical development. At other times, they use simple tools such as scissors to create paper aeroplanes.

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Inclusion Strong standard

Leaders promptly identify any needs children may have and discuss these with parents. Leaders put specific support plans in place for children who attend the club and have special educational needs and/or disabilities (SEND), or other barriers to learning, to ensure that staff adapt activities to meet their needs. Leaders frequently review these plans with parents and make necessary adjustments. This helps to ensure that staff make a sustained difference to children's opportunities and experiences.

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Inclusion Strong standard

Leaders secure links with external professionals to ensure a consistent approach to the support children receive at home and in the different settings they attend. Staff have frequent conversations with parents, including using daily 'wow' books to record the events of the day and children's reactions. Staff share these books with the school during term time, providing a continuous record of the effectiveness of the strategies used. The club welcomes external professionals, such as speech therapists, to provide support for specific children in the club. Leaders help parents to access funding for individual support for their children in the club. Where necessary, children receive one-to-one support, and this may be delivered by the same person who provides support in school.

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Inclusion Strong standard

Leaders have a comprehensive understanding of how to support children with SEND and

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Expected standard

ensure that staff can access suitable training to further improve their knowledge. For example, all staff have participated in trauma training because leaders recognise that a significant number of children may experience trauma in their lives.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have high expectations of children's behaviour, and staff model these for children. A culture of respect and kindness is promoted throughout the setting. Children understand that kindness is the foundation of their behaviour. The atmosphere is generally calm and harmonious. However, at times, groups are too big and children wait a long time for their turn. On other occasions, activities are not suited to the needs and abilities of the children. At these times, children are not engaged and do not listen attentively to the adults. Older children work with younger children in team games, such as when trying to bounce a ball into a cup.

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Behaviour, attitudes and establishing routines Expected standard

Minor disagreements are swiftly resolved. For example, staff successfully intervened when 2 children wanted to play with the same sensory toy. This helps children to learn how to play collaboratively with their friends. Children share the resources and voluntarily take turns.

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Behaviour, attitudes and establishing routines Expected standard

Leaders regularly monitor accident and attendance records. They know that a child who has regular absences or accidents may be at risk of harm. Leaders check with parents when children fail to attend to ensure that children are safe. This helps parents to understand the importance of attendance. Routines are well established, understood and followed by children. However, there are occasions when the transition between one activity and another is too slow. This causes children to lose interest and motivation.

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Leadership and governance Expected standard

Leaders have high expectations that children will have a fun-filled, and safe, experience at the club. Stable leadership and staff have benefited the club by providing a consistent approach for children. Leaders recognise this as a strength of the club, alongside the positive relationships between staff, children and children's parents. Leaders are reflective about their practice. They recognise that links with the school were not strong initially. However, leaders have worked hard to successfully forge better relationships with the host school.

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Leadership and governance Expected standard

Leaders ensure that all children, including those with special educational needs and/or disabilities or other barriers to learning, can access the activities. However, they acknowledge that staff do not always plan activities to meet children's emerging and changing needs. They recognise that this causes unnecessarily long waiting times and leads to children's disengagement and lack of motivation at times.

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Leadership and governance Expected standard

Staff welcome the regular feedback they receive during meetings with leaders to discuss their practice and training needs. Leaders may signpost staff to training to improve their practice, and they require staff to complete mandatory training before they start work. Leaders check staff knowledge about safeguarding and address any gaps immediately, ensuring that their knowledge is current. Leaders prioritise staff wellbeing and manage workloads effectively. This helps staff to feel valued.

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Leadership and governance Expected standard

Leaders build effective partnerships with parents. They communicate regularly and keep parents informed about changes to the routine, for example when leaders cancelled swimming because necessary repairs had to take place.

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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

Returning children enter the setting with beaming smiles. They happily and confidently greet their friends and familiar staff. The stable staff team helps children form close bonds with the adults in the club. Staff help children feel safe and secure. Children seek reassurance from staff because they know staff will answer their questions kindly. Children know the routines and follow them without reminders. Children quickly settle with their friends into one of the available activities, either inside or outside. Some children enjoy a game of football, while others make a meal for their doll family. Children relax during yoga and meditation sessions. This helps to support their wellbeing.

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

Staff have high expectations of children's behaviour. They gather the children together to discuss the activities for the day and review the club's values. Children know that they should use kind words, kind hands and kind thoughts. Staff are positive role models for children. Children engage in their play, and staff supervise them appropriately. Children share and take turns, for example in games and when using the swing ball. Some children choose to sit and draw or create models from construction materials. Staff support children, for example by helping them create paper aeroplanes. Children particularly enjoy playing in the 'chill out' den that they have created outside, including writing the rules, which reflect the club's values.

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

Parents, including those whose children have special educational needs and/or disabilities or other barriers to learning, value the setting highly. They appreciate the communication between themselves and the staff. Parents feel confident that staff keep their children safe and happy.

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Next steps

Leaders should review activities with staff to ensure that they are suitable and engaging, meet the needs of children and support a consistent focus on excellence for all children. Leaders should review procedures and transitions to reduce the time children are waiting to participate in an activity, supporting increased engagement, motivation and enjoyment.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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:

Somerhill Charitable Trust Ltd Somerhill Tonbridge TN11 0NJ

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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 : 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

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

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