Junior Adventures Group @ The Crescent SO50

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy entering the holiday club. They quickly settle, engage in play and are safe and secure.

Children who are slower to settle start later and leave earlier. This particularly benefits children with special educational needs and/or disabilities (SEND). Children have a key person on starting at the club.

They identify with their key person and approach them with ease. Children form a good relationship with all staff, and they interact well together. Children behave well.

This is an area that staff have been striving to improve since the last Ofsted inspection.Children make friends easily and recognise... their peers from school. They have access to a vast outside play space, such as a field and adventure playground.

Children enjoy a range of activities in the fresh air. For example, they enjoy team games together and practise climbing and balancing on the playground equipment. This ensures that all children regularly take part in physical exercise.

Children know how to take care of themselves, for example, they self-select snacks from their lunch boxes. Children eat their lunch with staff, discuss the food in their lunch boxes and make healthy choices.

What does the early years setting do well and what does it need to do better?

Staff recognise that children's social and communication skills are an area for development following the COVID-19 pandemic.

They strive to ensure that the environment allows children to be able to become more confident in this. For example, staff provide a role-play area with shop and restaurant which allows children to interact together. Staff provide other opportunities to develop these skills, such as playing team games together outside and circle time.

However, on occasion, circle time can become quite excitable and loud, causing some children to become restless.Staff evaluate the environment well to ensure that it is always engaging for children. They seek feedback from children and parents alike to assist with this.

Staff offer resources to children to support this, for example, board games to promote team skills and competitiveness. They offer arts and crafts resources to encourage imagination and creativity, such as a group art activity to create a butterfly. Children show their pride in their achievements and share their butterfly designs with others.

This builds children's confidence and self-esteem.Staff ensure that the environment is inclusive to all children. For example, they have a tent filled with fidget toys for children with SEND to have some quiet alone time.

Staff also extend this to all children and provide a quiet space for them too. For instance, they provide a mat in a calm corner with books and fidget toys. Staff implement this to encourage children to self-regulate their emotions and improve behaviour.

They consistently reinforce rules and repeat the 'club agreement' to children which sets out expectations for behaviour. For example, children must respect everyone, and use kind hands, feet and words.The manager supports staff well.

Staff work well together as a team and meet daily to discuss the club. For example, they discuss the plan for the day and the children attending on that day with health conditions, SEND and English as an additional language (EAL). Staff have access to training courses on demand.

They can request further training courses to attend as required. For instance, staff are currently undertaking a course about SEND and epilepsy and will soon be attending a session on sign language. This ensures that staff continually improve their knowledge to support all children.

Parents are keen to recommend the holiday club. They say that staff are brilliant and friendly and that children are well looked after. Parents compliment the club on the support they offer to children with SEND and EAL.

They say that children enjoy attending the club and have lots to talk about when they get home. Parents state they receive regular feedback at drop-off and pick-up times and can approach staff at any time.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a good knowledge of how to safeguard children. They can confidently identify signs of abuse, including neglect. Staff know the process to follow to report a concern about a child or an adult.

They are aware of who the designated safeguarding lead is. Staff know who to escalate a concern to and all wear lanyards that list the contact details. They know where to access safeguarding processes, which are on the notice board by the entrance.

The manager has a safer recruitment process in place. Staff are randomly quizzed on safeguarding topics to keep knowledge current and up to date. They continuously strive to ensure that the environment is safe and secure for children.

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