Junior Adventures Group @ Gascoigne IG11

Junior Adventures Group @ Gascoigne IG11

Unique reference number (URN): 2803454 Address: Gascoigne Primary School, Gascoigne Road, Barking, Essex, IG11 7JA 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

Leaders and staff establish clear and commonly understood expectations for behaviour and routines. During circle time, staff use 'hands on heads' to gain children's attention, and children respond promptly, tidy away and settle, ready to participate. Staff remind children about sharing, taking turns and caring for each other. Children have positive relationships with staff and generally play well together. They enjoy activities alongside children of different ages and learn to share and take turns. For example, children play table tennis together and take turns appropriately.

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Behaviour, attitudes and establishing routines Expected standard

During outdoor team games, children learn and follow the rules, work together and take turns. When disagreements arise, for example, over toys brought from home, staff use calm, consistent approaches. They remind children that toys brought from home should either be put away safely or shared with others. Staff consider children's individual needs, when supporting behaviour. They use calm, respectful approaches and give children time to understand expectations and manage their feelings. Staff explain that behaviour training supports them to respond positively and listen to children. Children follow familiar routines throughout the day, including circle time, snack and preparing to go swimming. Parents say their children enjoy attending the club. Children are settled, engaged and respond well to staff guidance.

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Children's welfare and wellbeing Expected standard

Children receive care that supports their individual needs and emotional wellbeing. They are happy, settled and secure and develop positive relationships with each other and with staff. Children confidently approach staff for help, reassurance and to share their achievements. Staff use calm, responsive approaches to support children in managing their emotions and understanding expectations. For example, during circle time, they encourage children to introduce themselves, talk about their school and favourite teachers and explain why they like them. Children listen to each other and most confidently share their views. Staff also take account of children's individual dietary needs.

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Children's welfare and wellbeing Expected standard

Parents provide meals for the school holiday club, and staff check that they are suitable and comply with the setting's policy. For example, when foods containing nuts are identified, staff calmly explain why they cannot be eaten and reassure the children. Children develop independence through routines, such as handwashing, managing their belongings and getting their own drinks. They learn about personal safety through clear routines when walking to swimming, including wearing reflective jackets and following staff instructions. Children have regular opportunities for physical activity, including swimming, climbing, balancing, table tennis and team games. Children with special educational needs and/or disabilities receive consistent individual support and staff work in line with their education, health and care plans.

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Inclusion Expected standard

Staff create an inclusive culture, where children's individual needs are identified through information from parents, individual plans and staff getting to know children well. They use visual cards, familiar routines, key words, emotion cards and individual communication approaches to reduce barriers. Children with special educational needs and/or disabilities receive consistent one-to-one support, with staff working in line with their education, health and care plan, and sharing information through written records and handovers. The same support is provided across holiday and after-school provision, providing continuity.

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Inclusion Expected standard

Children take part in activities and outings, including swimming, with appropriate risk assessments and individual support in place. Staff encourage children to make choices and suggest activities, supporting their sense of belonging and participation. Staff know children's interests and provide opportunities for children to engage in activities they enjoy. However, some planned activities, such as a creative arts booklet-making activity, do not sufficiently meet the needs of younger children. Some younger children find folding the paper in half and cutting it to create a booklet difficult and spend too long waiting while older children complete the activity. Leaders recognise that such activities need better differentiation to support all children to participate fully.

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Leadership and governance Expected standard

Leaders complete regular observations of staff practice and assess the provision, helping them monitor practice and identify improvements. They identify a need for greater consistency, when routines change and support staff to reinforce expectations. However, they do not consistently identify occasions when activities do not meet the range of needs of the children taking part. That said, leaders help to ensure staff provide individual support for children with special educational needs and/or disabilities, including working in line with children's education, health and care plans.

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Leadership and governance Expected standard

Overall, staff work closely with parents to understand children's individual needs and provide appropriate support. Leaders value and respond to parents' views to help ensure children's needs are met. However, the key-person arrangements are not fully embedded. While parents speak positively about the support provided and say their children are happy, safe and enjoy the club, some are unsure who their child's key person is. This means they may not know who has responsibility for their child's day-to-day care or who to approach about their individual needs. Staff have access to a central training platform and regular supervision and say they feel happy and supported.

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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 coming to the holiday club and experience a welcoming and friendly environment, where staff know them well. Some children also attend the breakfast or after- school club, while others come from surrounding areas. Children settle well, make friends and feel that they belong. Children choose how they spend their time and share their ideas about activities. They confidently talk about how they enjoy swimming, arts and crafts and spending time with their friends. Children proudly show staff what they can do, including

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About this setting

Unique reference number (URN): 2803454 using hoops and walking on stilts. They also enjoy construction activities and explain that the battery-operated drill is one of their favourite activities.

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About this setting

Children can choose to use the quiet area in the hall, where they look at books or take time to rest. They generally play well together and learn to share, take turns and work alongside children of different ages. They enjoy matching games, building train tracks and playing table tennis together. Children learn to manage disagreements calmly and respectfully. They have regular opportunities to be active and develop new skills through swimming, climbing, balancing, hoops, table tennis and outdoor team games. They develop independence through familiar routines, such as circle time, handwashing and managing their own belongings. Children with special educational needs and/or disabilities receive consistent support and take part in activities and outings alongside their peers.

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About this setting

Children follow clear routines and understand what is expected of them. For example, they respond well to staff's instructions when routines change and during circle time. Children feel safe, valued and included and develop confidence, independence and positive social skills.

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Next steps

Leaders should develop effective ways of informing all parents about their child's key person, so that parents are clear about who supports their child. Leaders should review and evaluate large-group activities to ensure they reflect the different ages, stages and individual needs of children.

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About this inspection

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

Gascoigne Primary School Gascoigne Road Barking Essex IG11 7JA

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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 : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 06:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 05:00

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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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