Junior Adventures Group @ Muschamp SM5

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements The club is friendly and well organised.

Children thrive in this nurturing environment. Adults work well as a team to create a welcoming club and children are at the centre of everything staff do. For instance, adults encourage children to contribute their ideas at circle times and children do this with enthusiasm.

Children show that they feel safe and secure at this setting. They are confident to communicate their wants and needs and enjoy teasing familiar adults and making them laugh. Children form strong friendships and enjoy one another's company as they take part in a variety of games.

This helps them to buil...d on their physical and social skills. Children have positive attitudes as they play and learn. During group games, they follow instructions well.

Children scream and cheer as they win a game they are playing with adults. Children receive support and encouragement from staff to persevere at challenging tasks. This helps children to build emotional resilience and develop attitudes that prepare them well for the future.

Children behave very well. Adults have high expectations for behaviour and involve children in conversations about these expectations. This helps children begin to understand why it is important to follow certain rules.

Children are kind to each other. For example, children help each other serve up food at snack time and wait patiently for their turn.

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

Adults have strong caring bonds with children.

They demonstrate that they know children well and interact with children as they play. Younger children have a designated key person and are confident to seek help and reassurance if they need it. This supports children's emotional development.

Adults communicate effectively with school staff. They gather important information about children's individual needs when they first start and school staff support children as they settle into the club. Adults speak to school staff daily when they collect children from their classrooms to find out information about them.

This supports the continuity of care for children.Staff support children with additional needs or special educational needs and/or disabilities (SEND) well. They work with the school and parents to create consistency between the club, school and children's home lives.

For example, the club has sensory toys to give children the support they need. There is an inclusive atmosphere at the club and children have fun with their friends.Adults support children's understanding of being healthy.

The club provides healthy snacks and children make choices about what they want to eat. Children manage their personal hygiene very well and are beginning to understand the importance of washing their hands before and after mealtimes. Adults encourage children to drink water regularly and particularly after taking exercise.

While playing outside, children develop a variety of physical skills as they run, climb, pull and swing when using equipment.Children develop their independence skills at the club. They take responsibility for their belongings on arrival and before they go home.

At snack time, they serve up their own food, pour drinks and clear their plates away when they have finished.Managers support staff in developing their professional skills and knowledge and adults say they feel well supported. Adults also say that they value their training and use it within their work.

For instance, an adult gave an example of how her paediatric first-aid training helped her support a child who had an allergic reaction.Parents appreciate the service that the club provides. They say that their children are happy to attend and they know that their children are safe and well looked after.

Children are keen to speak to visitors and share that they enjoy playing games, drawing and the discussions at circle time.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff know how to recognise and respond to possible risks to children, including exposure to extreme views of behaviour and county lines.

They also know the procedures to follow if they suspect a child is at risk of abuse or harm. The manager and staff understand the action to take if concerned about a colleague. Adults do regular headcounts to check that all children are present after moving from one area to another.

Staff ensure they meet children's dietary needs at snack times. Children learn how to keep themselves safe. For instance, staff have conversations with them about what to do if they become separated from the main group on site.

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