Junior Adventures Group @ Iver Heath SL0

Junior Adventures Group @ Iver Heath SL0

Unique reference number (URN): 2833821 Address: Iver Heath Junior School, St. Margarets Close, Iver, SL0 0DA 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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Behaviour, attitudes and establishing routines Expected standard

Children attend from 2 different sites. The younger children are collected by staff, who ensure they are fully supervised and aware of how to complete the journey safely. Older children travel from their classrooms to the school hall by themselves or, if needed, are escorted by adults. Children display positive behaviour and attitudes. Some more confidently follow the club routine while newer children need support to adjust to the change of attending the club. Staff do give children some instructions. However, at times, children who are newer to the club seem unsure of what to do and staff do not provide additional information or reminders to support their integration into the club.

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Behaviour, attitudes and establishing routines Expected standard

Children follow established routines and after a welcome session, sit in readiness for their snack. They are confident to go and select what they would like to eat, sharing how they like wraps with cheese or ham, and talking about the vegetables and fruit they enjoy most. Staff encourage older children to buddy new children to the club, and this boosts their self-esteem as they help their new friends to know what to do. Staff listen to children and are empathetic, especially during the welcome and snack sessions. For example, when children share what they are feeling staff encourage them to talk through these feelings and discuss how they can support with them. Staff take children's likes into consideration and provide activities and games to support them. Children play well together and show consideration and respect in their behaviour. Staff role model this respectful approach well in their interaction with both

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Behaviour, attitudes and establishing routines Expected standard

the children and their colleagues. Leaders have effective systems in place to monitor children's attendance and ensure if children do not attend as expected this is followed up.

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Children's welfare and wellbeing Expected standard

Staff gather information from parents before children start at the club and when they collect their children, and from the children to help them build a secure knowledge of what children need and their interests. They also gain insight into the children's needs through their effective links with the schools. Older children are independent in their care needs and younger children receive support to navigate these while getting used to the new environment.

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Children's welfare and wellbeing Expected standard

Children are happy and staff build trusting relationships with them. Staff encourage children to share their views, talk about what went well during their day and support them when they have a worry or a problem to solve. This reassurance and support enables children to build positive relationships with staff and develops their sense of belonging in the club.

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Children's welfare and wellbeing Expected standard

The provider and staff promote inclusive practice throughout the club. They ensure that they know any additional needs or barriers children may have and reflect on how to meet these to enable all children to have similar experiences to their friends. Staff are aware that children may arrive hungry and tired and accommodate this. They acknowledge that children may need a comfy area to relax or have time to themselves but currently this is not accessible to them.

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Children's welfare and wellbeing Expected standard

Throughout the club, children receive encouragement to socialise with each other. For example, during ball team games, at snack time discussions and during group activities children talk and cooperate. Staff are nurturing and provide an environment that acknowledges children's likes and dislikes and supports their inclusion. There are close working relationships with parents and the host school. This is used well to ensure staff are fully aware of what the children need and can provide a consistency in their approach to meeting their needs. Staff ensure they are aware of any individual support plans, and use them to support them in meeting children's needs.

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Inclusion Expected standard

The provider demonstrates a highly effective and proactive approach to promoting the inclusion of all children into their clubs. They actively share and encourage this inclusive approach with the club leaders and staff. Management have recently updated all policies, procedures and practice strategies to more strongly embed this ethos of inclusion throughout their provisions. Staff training supports them to learn about positive behaviour approaches, communicating with children and safeguarding.

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Inclusion Expected standard

Management and club leaders work closely with parents and teachers to identify a consistent approach to meeting identified additional needs. At registration, as well as the required registration details, a detailed parent assessment form is completed to ensure that staff will be able to meet any additional need identified. Staff often liaise with teachers to ensure they follow the same approach in meeting these needs in their practice, thus providing children with consistency in their care.

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Inclusion Expected standard

Staff carefully consider the children attending when setting up the environment. They consider what resources and activities they need to put out to best meet the needs of the children attending. As a result, children, including those with additional needs, are fully included within the club. Club leaders and staff demonstrate a very positive commitment to ensuring all children feel valued, enjoy their time at club and feel safe.

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Leadership and governance Expected standard

Leaders and managers have robust strategies in place to ensure their clubs have suitable and knowledgeable staff, and they can meet the needs of the children attending. Safer recruitment and induction procedures are rigorous and well embedded. Management regularly review their policies and procedures to ensure they meet the current guidance and are relevant, and they complete audits to identify areas for improvement and inform action plans. Staff additionally receive regular support from an area manager, who focuses on staff wellbeing and monitors staff practice and how well the club is operating. This area manager identifies what works well and where training or additional resources will enhance the club and staff practice further.

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Leadership and governance Expected standard

The club leader reflects on the provision she and her staff provide, and has identified areas for improvement. Staff work well as a team, and plan and prepare what is available at club each week. They can also draw on a vast resource of activity cards to support them in their planning and provision of activities each session. Leaders and managers foster a supportive culture. Staff explain how they feel fully supported, enabling them to discuss any concerns they may have and identify training to support them in their roles. Staff have access to a range of professional development opportunities and online training and can request and access this easily.

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Leadership and governance Expected standard

The partnerships with parents and schools are well established, with parents explaining how their children enjoy the club and how they are kept informed of what is happening. The implementation of inclusive practice ensures that children's individual needs are identified and met, resulting in children all receiving positive experiences while attending.

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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 greet staff warmly and demonstrate they have secure bonds with them. Children enjoy their time at club and engage with staff and each other well overall. Those children who have attended the club for a while, and are familiar with the routine, receive encouragement to support newer children to learn where things are and what to do. Older children explain that they like attending the club, they eagerly tell staff what they have done that day at school and staff listen to them. These interactions build on children's sense of belonging and encourage their involvement in activities during the session.

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

Children learn about perseverance and cooperation from staff. For example, children all share in pouring and stirring ingredients to make slime, they discuss the colours they want and work as a team to create this. When the slime does not become the correct texture, some children show resilience with staff to start over. Their new batch of slime becomes the consistency they want and they then share this out between themselves, also bagging up some for their friends who left the activity. Children talk proudly about activities they have previously enjoyed, when staff show photos of them. They eagerly talk about the people, animals and buildings they constructed from marshmallows and spaghetti and the fun they had. Staff celebrate children's efforts and achievements, and you can see in children's faces the positive impact this has on their confidence and wellbeing.

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Next steps

Leaders should enable children to access an area, where they can comfortably relax and have their own space. Leaders should provide more regular information and guidance to children on what is on offer to them and the routine of the session to support newer children to become aware of these and enable their continual engagement.

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About this inspection

The inspector spoke with managers, club 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:

Iver Heath Junior School St. Margarets Close Iver SL0 0DA

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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 : 15:00 - 16:00

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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