Junior Adventures Group @ Clapham Manor SW4

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements The setting offers a welcoming environment, where children feel happy and confident.

Children show excitement as staff greet them warmly at the end of the school day. Children settle quickly on arrival and share close relationships with staff. This helps them to feel safe and secure.

For instance, older children whoop and scream as staff play tennis with them. Young children have a dedicated key person. This provides continuity to support their well-being.

Children join in with a wide range of exciting activities. For example, children develop their imaginative play skills as they engage in role play and develop t...heir gross motor and listening skills during a parachute game. Staff take children's interests into account when they are planning activities.

This supports children's engagement in the activities on offer.Children receive support and encouragement to persevere at challenging tasks. For instance, children who are new to using racquets receive high praise as they hit tennis balls over the net.

This helps children to build emotional resilience and develop attitudes that prepare them well for the future. Children behave well. They learn how to share resources and take turns with each other while building positive relationships.

Children 'chant' the setting's rules during circle time and staff encourage them to think about why they have these rules.

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

The manager has a clear vision for providing good quality, inclusive care. The setting places a great emphasis on children's social and emotional development.

Staff are extremely responsive to children's needs and join in with their games with enthusiasm. Children have the opportunity to share their feelings during the session about how they are feeling about their time there. This helps children to feel valued at the setting.

Overall, children enjoy a balance of child-led and adult-led activities, and have positive attitudes towards play and learning. However, occasionally, children become bored or lose focus if adult-led activities go on for too long, or if they have to wait for long periods for resources.Children learn to become increasingly independent in managing their personal needs.

They put their bags on pegs as they arrive, self-register and cut up their food at mealtimes. This helps them practise skills they need for life.Staff provide children with a healthy cooked meal during the session and mealtime is a social occasion.

Children and adults sit and talk and children develop appropriate table manners. This supports their physical health and the development of their social skills. Children regularly drink water and staff encourage them to keep hydrated.

This helps children learn to make healthy lifestyle choices.Parents say that they are happy with the service provided. Their children love coming and are keen to return to the club.

However, parents share that the setting does not consistently communicate with them about the activities their children take part in.Staff have training to support their development. Staff say they feel supported in their role.

Supervision meetings support staff performance. The manager ensures that she completes regular appraisals with her staff. She ensures levels of staff well-being are high and provides staff with support when needed.

Children are confident communicators. They are keen to talk about their day to each other and staff members. They are also eager to share what they like doing at the club with visitors.

For instance, children say, 'I get to play fun activities like dodgeball.' Children are clear about behaviour expectations and adult are good role models. Adults regularly revisit the rules of the club.

This helps children to remember to be kind and thoughtful and take into account the feelings of others. For example, older children put their arm around younger ones to comfort them when they become upset.Staff at the setting help children develop their understanding of diversity in Britain and what makes them unique in a variety of different ways.

Children learn about International Family Day where they talk about what makes a family and create images of different families. Staff also help children to learn about festivals that reflect their heritage and learn about festivals celebrated in the wider community.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff attend regular training regarding child protection. They are able to identify possible signs of abuse and neglect, including what action to take if they have any concerns about a child's welfare. All staff are subject to appropriate checks to ensure that they are suitable to work with children.

Staff complete daily risk assessments to ensure that the premises are safe. The manager has regular contact with the premises team to support this. Staff deploy themselves effectively, which ensures the close supervision of children.

Robust recruitment and induction procedures are in place to help ensure staff suitability. All persons associated with the after-school club have completed the relevant suitability checks. Children learn how to keep themselves safe in the event of a fire through group conversations with staff members.

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