Junior Adventures Group @ Avanti Court IG6

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision does not meet requirements Staff have significant weaknesses in their understanding of safeguarding arrangements. Staff do not know about the whistle-blowing procedures or how to escalate safeguarding concerns. The provider has not identified that further training is required.

This compromises children's welfare, safety and well-being.Despite this, children arrive at the after-school club happily, this is a familiar environment for the children in which they settle well. Children are confident and know the routines well, they are quick to hang up their bags and coats.

They begin to socialise with their friends and talk to staff about their d...ay.Staff provide resources and activities to capture younger children's interest. Younger children care for dolls, they brush their hair and dress the dolls in new clothes.

They practise using their fine motor skills. Children use their imagination to extend their own play. Most children play cooperatively with others and remain engaged within their play.

However, staff do not use effective strategies to engage and support children with special educational needs and/or disabilities (SEND) during their play. Children sit alongside adults with little engagement and this can have an impact on their attitude and their experience at the setting. Staff do not have high expectations of all children.

Older children are keen to participate in team sports. Some staff talk to children about how to manage risks during their play. Children enjoy being active and are keen to involve younger children, sharing the rules of play with them.

Children use their problem-solving skills to manage conflict well independently. Overall, children behave well.

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

Staff do not have secure safeguarding knowledge.

Staff do not know how to record safeguarding concerns or how to make referrals about children who may be at risk of abuse. Staff do not understand the role of the designated safeguarding lead and the local authority procedures for reporting abuse or how to make an allegation. Therefore, staff are unable to ensure children's welfare.

Children's independence is promoted at this after-school club. Children wash hands before snack times and construct their own sandwiches. Older children practise using a knife to spread butter on sandwiches.

Children make choices about their sandwich filling. Staff support younger children to give out plates and cutlery. Children are learning skills to be independent and confident.

Staff have poor understanding of how to meet the needs of children with SEND. Younger children who struggle with communication do not receive quality interactions from staff. Staff do not make attempts to support children to play alongside others.

They do not extend the children's play. Consequently, children can spend long periods of time sitting close to a member of staff without meaningful communication or interaction.Overall children behave well, they listen and respond well to staff and peers.

Children are kind and considerate, they interact well with the younger children and invite them to join them. Older children role model drawing skills, younger children watch them and are keen to create their own drawings. Most children have positive attitudes to play and enjoy each others' company.

However, children who have less communication skills are not adequately engaged. This can lead to them feeling bored and disinterested.Leaders are keen to listen to children's opinions and ideas.

Staff and children have a midweek meeting, they plan the following week's activities together with the children, as children listen to the options of activities, they start to make choices. The children are excited about creating edible artwork and cooking with mixed-up recipes. Some older children take a lead role and write a list of resources they will need and begin to place orders online.

Children are beginning to learn a sense of democracy as they make decisions.New staff inductions and supervisions are not effective. Leaders use supervisions and induction meetings to identify some training needs.

However, as staff have poor knowledge of safeguarding procedures it is not effective in ensuring children's safety and welfare are assured. This gap in knowledge has not been identified by leaders.Leaders gather information from the school and parents and share this with other staff.

They share information about care plans, allergies and preferences. Staff implement an allergy management system during snack time. Staff check the attendance register and communicate with teachers and office staff to check absences.

Safeguarding

The arrangements for safeguarding are not effective.There is not an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure all staff understand how to report safeguarding concerns and the role of the designated safeguarding lead 08/04/2024 ensure all staff understand the setting and local authority procedures for reporting allegations against adults 08/04/2024 improve staff's knowledge and understanding of how to support children with SEND 08/04/2024 improve induction for new staff members to ensure they understand their roles and responsibilities with particular regard to safeguarding children.

08/04/2024

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