Junior Adventures Group @ St Vincents W1U

Junior Adventures Group @ St Vincents W1U

Unique reference number (URN): 2844671 Address: St. Vincents Rc Primary School, 11 St. Vincent Street, London, W1U 4DF 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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Behaviour, attitudes and establishing routines Expected standard

In general, leaders have high expectations for behaviour and model calm, respectful interactions. Staff use clear routines and positive reinforcement to help children understand expectations. During circle time, all children listen attentively. They respond to clapping signals and confidently share personal ideas. Staff remind children of instructions, when needed, helping them regulate excitement and re-engage. Older children support younger peers, demonstrating kindness and cooperation.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy a wide range of activities. They enjoy construction, imaginative play and group games, such as hangman. Staff encourage children to wash their hands, tidy resources and make choices about their play. Children form trusting relationships with staff. For example, if a child becomes upset staff respond sensitively and offer reassurance.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor attendance effectively through ongoing communication with the host school. Staff adapt the environment thoughtfully for younger children, using smaller tables and offering additional guidance to help them follow routines. They also adjust routines and group sizes for children, who may find busy situations overwhelming. These adaptations help children remain settled. However, routines are not consistently organised. For example, some children wait for long periods before they get snack. This means that children do not always understand what is expected of them.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are prioritised throughout the setting. Staff ensure children feel safe, supported and emotionally secure. Children share thoughts and ideas with their peers during group time. Staff respond sensitively when children become upset, offering comfort and reassurance to help them regulate.

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Children's welfare and wellbeing Expected standard

Children are confident to approach staff for guidance and reassurance. Staff typically respond with a sound knowledge of each child's individual needs to help children understand and manage their concerns and emotions. Children work together on joint activities and typically show developing self-confidence. For example, while building a train track they listen to each other and share ideas. Children are sensitively supported to maintain established routines, such as handwashing, sitting at the table to eat and tidying away toys and resources. This generally promotes children's increasing knowledge of self- care skills and independence. Children learn how to keep themselves and others safe as they competently use small tools during craft activities and calmly move about in the club.

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Children's welfare and wellbeing Expected standard

Overall, staff create a welcoming environment, where children feel comfortable and included. Children benefit from opportunities to play outdoors. Leaders and staff offer flexibility within routines so children can access the outdoors all year round. However, leaders and staff do not ensure that the activities are constantly engaging for all children. At times, this means that some children become bored or are not as involved in play as they could be.

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Inclusion Expected standard

Typically, leaders have effective arrangements to identify and respond to children's individual needs. Although no children with special educational needs and/or disabilities currently attend, leaders and staff demonstrate secure understanding of inclusive practice. They recognise the importance of identifying individual needs early and gathering information from parents and carers before children start.

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Inclusion Expected standard

Leaders understand the graduated approach to inclusion and describe clearly how they would work with external professionals to reduce barriers to learning. Staff make appropriate adjustments so that children can participate successfully. For example, early years children are offered activities that reflect their interests. This helps them settle, remain engaged and take part confidently. These adaptations typically ensure children feel included and able to access experiences that match their development.

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Inclusion Expected standard

Staff are nurturing and take time to get to know each child well. They discuss how they use resources and sensory strategies to support children who face barriers to learning and wellbeing. They adapt activities and routines so that all children can participate confidently. Staff provide sensory experiences and calming options, such as yoga and meditation. This supports children's emotional wellbeing.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the club's strengths and areas for improvement. This ensures that the provision continues to develop in a purposeful and well- informed way. They speak confidently about the improvement they wish to make. This includes gaining access to additional rooms to enhance children's experiences. However, leaders have not yet consistently assured that routines and activity engagement are fully embedded. As a result, some routines lack organisation and children can become disengaged at times while in the club.

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Leadership and governance Expected standard

Leaders understand their responsibilities and maintain effective oversight of safeguarding and ensure statutory requirements are met. Staff benefit from induction processes and clear safeguarding guidance. Leaders are mindful of wellbeing and workload. Staff report feeling well supported and valued.

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Leadership and governance Expected standard

Overall, leaders describe how they follow procedures and regularly monitor the environment to ensure children's safety and their security. They make sure that staff are equipped with current risk assessments and knowledge. This helps them support children's specific needs, for example, regarding allergy care and appropriate health support.

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Leadership and governance Expected standard

Leaders communicate effectively with families. Parents speak positively about the club, describing it as flexible, safe and welcoming. Children also speak highly of their experiences, saying they enjoy attending because they can see their friends.

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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 are happy and settled in this welcoming holiday club. They arrive calmly and are greeted warmly by staff. This helps children feel secure from the moment they walk in. Children make independent choices about how to spend their time. This supports their growing confidence and helps them remain engaged. Older children act as positive role models. They show kindness towards younger children. For example, older children make paper 'glasses' for younger children and listen to their ideas. Children enjoy spending time together and form positive friendships across age groups.

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About this setting

Unique reference number (URN): 2844671 Children benefit from a wide range of activities that promote cooperation, creativity and problem-solving. For example, children build train tracks, explore construction models and engage in imaginative play with dolls. When challenges occur, children show perseverance and resilience. For example, children calmly rebuild their models when they fall apart. This helps children understand how to participate safely and respectfully. During circle time, children confidently share rules that they would like to have. This demonstrates emotional security and effective communication skills.

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About this setting

Children's welfare and wellbeing are prioritised. Staff respond sensitively when children become upset, offering reassurance and helping them regulate their emotions. Snack times are sociable, with children chatting happily and showing good manners. Younger children receive additional support to finish their food, while older children demonstrate independence. Outdoor play further supports their physical development and enjoyment.

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About this setting

Overall, children feel safe and valued. They speak positively about their experiences and clearly enjoy attending the club. Children talk about the club as a friendly space, where they can meet and play with their friends.

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Next steps

Leaders should consistently organise routines to support children's understanding of what is expected of them. Leaders should strengthen how staff plan and adapt activities so that children remain engaged and involved in their play.

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About this inspection

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

St. Vincents Rc Primary School 11 St. Vincent Street London W1U 4DF

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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 : 15:15 - 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

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 .

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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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