Junior Adventures Group @ St Modwens DE13

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive at the club happy and eager to see their friends.

Staff greet children and ask them about their day. Younger children are brought by teachers to the club, where a handover to staff is given. Children excitedly talk to each other about things they have been doing.

Staff support children by engaging in conversations with them. Children are confident and independent. They hang their own coats up and choose which activities they would like to engage with.

Staff create an environment for children which meet their needs and individual interests. Children are involved in the planning of activities as they... ask for certain games, which are provided. Consequently, children sustain long periods of time at their chosen activity.

Staff are kind and friendly. Children feel safe and secure. They give 'high fives' to staff or seek out reassurance by holding their hands.

Overall, children behave well. They have fun and are kind to each other. Staff support children to exert energy.

They play throw and catch with balls or kick soft footballs. Weather permitting, the club has access to the school's facilities outdoors so children can enjoy fresh air.

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

There have been some staffing changes and a new manager is being supported into her role.

Plans are in place for children to form their own council, where they can suggest and vote on ideas that they would like within their club. This helps children to understand fundamental British values, such as democracy.Staff are supported in their roles.

There is an online training system, which allows staff to develop their professional knowledge and understanding. Staff supervisions are held. However, as there are some new staff, this could be strengthened further to help them be more confident to understand fully what is expected of them.

Support for children with special educational needs and/or disabilities (SEND) is good. A buddy system is in place which helps children access the curriculum on offer. Staff are excited and enthusiastic to be in the role and relish the opportunity to learn more about how they can further support children with SEND.

Sensory resources help children to settle and be calm.Children enjoy using their imaginations. They play together dressing up or in the role-play area, which they decide is a restaurant.

Staff are good role models and join in with children's play as they read menus and order food. Children work together cooperatively to prepare the food and bring this out.Mathematics is promoted well and supports children to enhance their learning of recognising numbers.

Children especially like playing 'Bongo Bingo'. Older children help support the younger children in finding some of the higher numbers on their bingo cards. There are musical interludes where children sing and dance, which promotes physical skills.

Parents are complimentary and say the club has improved since new staff have been in place. They say their children are happy and enjoy coming. However, communication could be further improved.

At times, parents have been frustrated with the lack of communication, especially when the club was unable to operate at short notice. Although this was due to factors outside of the provider's control and would have impacted on the safety of children.Children's health and well-being are promoted well.

Young children have a key person who is responsible for ensuring their individual needs are met. Children enjoy eating healthy snacks. Those children who leave before snack time are provided with a small snack to eat on the way home.

Staff support children's understanding about healthy eating as children correctly identify that grapes and vegetables are good for them, while doughnuts are not.

Safeguarding

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

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