Junior Adventures Group @ Woodingdean BN2

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children settle quickly to a warm welcome on arrival at the club.

Staff conduct a children's meeting at the beginning of the session. This is to discuss activities on offer, the club rules and carry out a well-being check to see how children are feeling. Staff are keen to seek children's views and show genuine interest for their ideas.

This helps children to recognise that their contributions are valued by the adults that care for them.Children demonstrate confidence as they engage in discussions at the children's meeting. They explain to their friends what the club rules mean and why they follow them.

For example..., they discuss the importance of respecting each other, the resources and their club leaders. This contributes towards children learning about expected behaviours at the club.Children behave well, showing kindness and courtesy to their friends.

They sit together as they enjoy a range of healthy snacks prior to exploring the activities available. Staff consider the ages and stages of development, children's interests and their views, to inform the range of activities on offer. Children have space to relax and enjoy perusing books at their leisure after a busy day at school.

Others decide to join in with a mask-making activity, selecting from a range of art resources to decorate their creations. Younger children practise developing their fine manipulative skills as they engage in craft activities. They demonstrate good levels of perseverance as they concentrate on attempting to thread beads to make their own bracelets.

Children proudly show what they have made and adults praise their efforts.

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

Senior leaders have effective oversight and governance of the club. They hold regular meetings with staff and conduct quality and compliance audits.

This is to ensure that staff consistently meet their high expectations. All staff receive support through induction and ongoing training opportunities. This helps them to understand their roles and responsibilities so they can meet the needs of children effectively.

Senior leaders and club staff work closely with the school they are based in. This is to ensure that they have a good working partnership so they can share information to enable children and families to receive continuity of care. For example, feedback from teachers about a child's day, disposition or any other important information is shared with club staff.

This is so they can be aware of any changes they need to consider at the club and pass information on to parents. Staff understand the importance of keeping children safe and have a good awareness of child protection issues. However, they need to ensure that conversations regarding e-safety are shared with parents and the school so there is good oversight of online safety.

The newly appointed manager receives very good support from senior leaders to help her understand and implement the company expectations. Occasionally, the deployment of the two staff is not as effective as it could be. Nevertheless, senior leaders recognise this is part of their work to support the new manager to develop her leadership skills.

Senior leaders have oversight of the planning for the club. This is to ensure that there is regard to having a broad and balanced range of activities and experiences. This builds on children's continued knowledge and skills in a purposeful way.

For instance, the club's adventure programme holds a current focus on 'well-being warriors' and 'flavour fest'. This is where staff plan and deliver fun and interactive experiences designed to help children feel good and increase well-being. Furthermore, they learn about food and nutrition to develop healthy habits.

Senior leaders recognise the importance of working closely with parents and the school in order to meet the needs of children. The club provides specific assessment processes to ensure that children with special educational needs and/or disabilities receive tailored support and care. This means that children who need additional support can access adapted activities so they can enjoy all that the club can offer.

Children show that they have positive attitudes to learning. For example, during a marble run activity, when the connecting pieces collapsed, this did not deter children from trying. They looked for alternative ways to make the construction secure and persisted in their play ideas.

Staff offer sensitive support by helping children build resilience to minor setbacks.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

Also at this postcode