Junior Adventures Group @ Goring RG8

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enjoy the time that they spend at the club. Staff know the children well and recognise the types of activities that they enjoy. For example, following children's interest in magical stories, staff plan opportunities for children to create wands.

Staff demonstrate the individual steps needed to create these effectively. Children enjoy dipping newspaper in a glue mixture and rolling it onto straws to make their own wand. Children are well behaved.

They listen and respond to staff promptly and share resources willingly with others. Children enjoy playing group games with each other. Older children demonstrate kind be...haviour to younger children as they explain the game rules to them.

Children benefit from strong key-person arrangements at the club. The manager deploys staff effectively to support the youngest children at routine times, such as toileting. This helps children to feel secure in the club environment.

Managers establish robust procedures to keep children safe. For example, staff have a secure knowledge of children's dietary and medical needs. Managers revisit this information with staff each day.

Managers have effective arrangements in place for meeting and greeting children after school. For instance, staff collect children from their own classrooms and they wear high-visibility jackets as they walk together to the school hall.

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

Staff consider children's interests well when they plan their activities in the club.

For instance, they seek and include topics of interest, such as in magical stories, in their activities. They find out about themes that children are covering in school, such as 'book week', and include activities which link to this in the club.Staff ensure that there is a wide range of activities covering the seven areas of learning.

This helps them to support young children's development effectively. For instance, children enjoy playing imaginatively. They use scissors and tape well to make houses out of junk modelling for their dolls.

They have opportunities to be physically active, such as when they play circle games with their friends. Staff promote opportunities to develop communication and language, by creating a reading area in the club.Staff develop positive partnerships with parents.

For instance, they talk to them each day to give feedback about children's experience at the club. Staff gather essential information from parents before their children start, such as relating to their contact details, dietary and medical needs. However, they do not fully consider how they can use this early communication with parents to find out about children's likes, dislikes and interests before they start at the club.

The club has high expectations for children's behaviour. For instance, staff display the club rules on the noticeboard for children to see. During session registration, staff remind children about rules and expectations.

Staff are positive role models. They give children sensitive reminders of behavioural rules when needed throughout the session.Staff promote opportunities for children to learn how to manage their self-care effectively.

For instance, staff supervise children well as they take them to the toilet to wash their hands before snack time. They talk to children about effective handwashing techniques, to minimise the spread of germs.Staff promote opportunities for children to be independent and make their own choices.

For instance, children enjoy using tools, such as tongs and spoons to select their own snack. Staff encourage children to go back for more food and drink if they are hungry.Managers establish robust procedures for monitoring the club provision.

This is demonstrated by local area manager support visits. The area manager conducts regular visits where she observes staff practice and evaluates provision with the manager. She creates an action plan with precise priorities for improvement.

These are then implemented and monitored effectively. The manager has recognised that she would like to improve the organisation of the environment further, to enable children to store their own personal belongings more effectively.

Safeguarding

The arrangements for safeguarding are effective.

Staff demonstrate a secure understanding of procedures to keep children safe. For instance, they count children when they move from one activity or area of the club to another. They establish procedures with the school to help them determine the suitability of those adults present on the wider school premises.

Staff attend training to keep their safeguarding knowledge up to date. They have a strong understanding of the signs and symptoms of abuse. Managers regularly check staff understanding of safeguarding procedures, such as through discussion with them during area manager visits.

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