Addventure Club @ Widmer End

Addventure Club @ Widmer End

Unique reference number (URN): 2825923 Address: Widmer End Community Combined School, Estcourt Drive, Widmer End, High Wycombe, HP15 6AH Type: Childcare on non-domestic premises Registered with Ofsted: 20/01/2025 Registers: EYR, CCR, VCR Registered person: Addventure Club 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 set clear expectations for behaviour, which help children to feel secure. There are daily reminders of the rules during the morning carpet time, which establishes the high expectations in the club. Staff model respectful behaviour, and children respond positively. For example, staff clearly explain that hurting others is not acceptable and discuss how this makes people feel. This helps children understand how their behaviour affects others.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote established routines which ensure that children know what is going to happen next and what they expect children to do. This helps children to generally feel settled and secure. Children are generally kind and caring to each other. Children of all ages engage in respectful play. For example, older children pass younger children water during sand play, and initiate conversations. They support each other to do the right thing and follow the rules. Staff make adaptations as required to meet children's individual needs, including those with special educational needs and/or disabilities, or other vulnerable children. This helps children to feel valued and secure at the club. Staff understand the policy to follow and check up on any unexplained absences.

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Inclusion Expected standard

Leaders and staff know children well and identify those who may need additional help. They plan activities and resources based on children's interests, helping them feel welcome and settle quickly. Staff have high expectations for all children. They offer close supervision and support for children with special educational needs and/or disabilities, which enables them to take part fully. There are thoughtful adjustments, such as offering quiet spaces or adapted routines. Staff are warm and caring and have formed trusting relationships with the children in their care. Children search them out for a quick hug for reassurance. Staff talk openly with children about their feelings and help them understand that it is okay to feel sad. This helps

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Needs attention

children to recognise and express their emotions and develop strategies to manage their feelings.

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Needs attention

Leaders have worked closely with the staff at the school to support disadvantaged children or those known to social care. They share information about children's health and wellbeing. This helps ensure that children settle into the club and participate fully from the outset. Staff work closely with parents to understand each child's individual needs, preferences and routines. Before children start at the club, parents complete a detailed registration and healthcare form, which provides staff with important information to help them plan appropriate support and make any necessary adaptations in advance.

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Children's welfare and wellbeing Needs attention

Staff do not consistently follow safer eating procedures at mealtimes. For example, the youngest children eat whole fruit straight from their lunch boxes, rather than staff making sure it is prepared in a way that meets the safer eating requirement to reduce any choking risks. Nonetheless, children are effectively supervised while eating, which reduces the risks to them. Leaders have taken appropriate steps to promote healthy eating and safe management of allergies, including talking to parents before children start and discussing individual children's medical and health needs in daily staff meetings. These arrangements are reflected in practice to meet children's dietary needs. Staff create a sociable and relaxed atmosphere, encouraging lively conversations while maintaining a calm environment. This helps children develop positive attitudes towards food and enjoy mealtimes as a social experience. Staff understand the procedures for managing allergies and generally keep

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Children's welfare and wellbeing Needs attention

Leaders have reviewed and updated the risk assessment for the use of the outdoor play equipment. Staff supervise children closely when they play outside and offer one-to-one support when children use the equipment to help them build their confidence. However, staff do not consistently follow the updated risk assessment to fully promote children's safety. For example, when children play on the climbing frame together, staff do not reinforce the new rules that only one child may climb at a time, to reduce the risk of accidents. Children are generally independent. They put away their lunch boxes and find their hats and water bottles before heading outside. They explore independently, knowing that a staff member is nearby to help when needed. Children have many opportunities to develop their physical skills indoors and outdoors. Staff provide thoughtful support to children who need additional help, ensuring that all children have a go. Overall, children's emotional welfare and wellbeing are

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Children's welfare and wellbeing Needs attention

supported through caring relationships and consistent routines. Staff know the children well and quickly recognise when they need reassurance, space or a quieter activity.

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Leadership and governance Needs attention

When food is provided in lunch boxes, leaders do not make sure staff consistently ensure that fruit and vegetables are prepared in a way that appropriately considers children's age and developmental stage and reduces choking risks. Staff do not consistently follow the club's healthy eating policy and procedure before children begin eating. Leaders aim to provide high-quality care for all children, particularly those who are most vulnerable. They work closely with the school to promote consistent care and make sure the club is accessible to all children. Leaders also promote books and reading. Children have cosy, comfortable spaces for shared, quiet reading and take part in regular story times. Leaders have added a lending library at the front entrance, which parents and children use to choose books together.

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Leadership and governance Needs attention

Although leaders have updated the risk assessment for the use of outdoor equipment, they have not effectively monitored staff's practice to identify that this is not always consistently followed. This means not all risks are effectively removed to consistently promote the children's safety. Staff speak very highly of the club's leaders and are happy and well supported. Leaders support staff to further their professional development and gain early years qualifications. Every day, staff answer a safeguarding question, which helps to keep safeguarding at the forefront of their minds and reinforces their focus on keeping children safe.

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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 the club. They keenly explore an environment that is well organised and prepared for them. Relationships between staff and children are warm and caring. Children who are vulnerable or have special educational needs and/or disabilities are supported to take part in all activities. Resources are thoughtfully prepared to meet their individual needs, helping children to settle happily and feel included. Children join in enthusiastically with stimulating activities, such as creating a marshland with model animals and green goo. They are encouraged to develop their own ideas for play, such as creating their own school room or organising a fashion show. This supports their imagination, creativity and confidence as they take the lead in developing and extending their play.

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

Children are generally kind and considerate. Older children share resources with younger children and model positive behaviour. They chat, listen and build social skills through play. Staff praise good behaviour, helping children manage their actions. Clear routines and explanations help children understand expectations and behave well. Children develop a strong sense of belonging and are confident to approach staff for support when they need it. Familiar routines help children know what is happening next and enable them to move between activities with confidence.

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

Children do not always experience consistently safe practice during everyday routines. At mealtimes, some younger children are not always effectively supervised, and food is not consistently prepared in a way that reflects safer eating practices. This means that children are not always provided with the same level of support to manage potential risks while eating. When playing outdoors, children receive good supervision, but staff do not always have consistent information about the specific risks associated with the equipment they use. Consequently, children do not always experience the same level of safety and protection from risk.

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Inspector:

Julie Manning Story time and shared reading are at the heart of everyday routines. Children learn about other people's heritage from carefully chosen stories and enjoy sharing books with staff and their friends. The lending library at the entrance provides further opportunities for children and their parents to choose books together and continue their enjoyment of reading beyond the club.

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Inspector:

Children enjoy many opportunities to develop their physical skills both indoors and outdoors. For instance, they play with suspended ropes indoors, developing their strength and swinging skills. Children particularly enjoy circle-time games, which provide a fun and engaging way to transition between activities at the end of sessions and help them prepare for lunchtime. The games support children's listening and attention skills and help them to follow routines. Children are encouraged to participate fully, try new experiences and develop their confidence through play.

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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:

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Action Completion Date

ensure that safer eating guidelines, regarding the preparation of food, are implemented consistently by all staff to minimise the risk of choking 31/08/2026

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Action Completion Date

ensure that staff implement risk assessments consistently, including when they have been reviewed, to ensure children are not exposed to unnecessary risks, particularly when using the outdoor equipment 31/08/2026

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About this inspection

The inspector spoke with leaders, staff and children 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:

Widmer End Community Combined School Estcourt Drive, Widmer End High Wycombe HP15 6AH

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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