Junior Adventures Group @ Wescott RG40

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Staff plan and create a club that children enjoy attending. As children come to the club, at the beginning of the day, staff greet them warmly.

Children develop good relationships with staff, who know them well. Staff take the time to talk to children, listening attentively to their conversations. For instance, children talk about their move to new classes at the end of the summer term.

Staff talk about the new teachers they will have, as children excitedly share their experiences of visiting their new classrooms. This helps younger children to develop confidence in their conversational skills and promotes a sense of belon...ging. Children are happy, safe and well cared for.

Children enjoy a variety of activities, which staff plan with their interests in mind. Staff join in with children's play, which they thoroughly enjoy. For instance, younger children draw pictures of their favourite ice creams.

They share ideas about their favourite flavours and listen to the differing ideas and choices that their friends and staff choose. Children learn to value and respect the differing views of their friends, as staff help them to understand that everyone is unique. Children's behaviour is good.

Older and younger children play happily together, they share and cooperate extremely well. For instance, as children create harbours with small blocks, they share ideas about what they might need for their boats.

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

The manager and her staff work well together.

They create a welcoming and relaxed atmosphere that helps children to move happily from home, to the club and to school. Staff say that they enjoy working at the club and that leaders and managers are approachable and kind and take account of their views and opinions. This helps them to feel recognised and valued.

Leaders regularly observe staff interacting with the children. Leaders cater for staff well-being and provide regular training. However, senior leaders recognise that the current supervision arrangements for newer staff are not yet fully embedded.

Staff place a strong focus on supporting children's personal, social and emotional skills. They recognise and respond to children with kindness and respect. In turn, children demonstrate these values in their interactions with each other.

Staff praise children on their achievements. This allows children to grow their self-esteem. Where children need additional help with their behaviours, staff use effective techniques to help children to reflect on their own feelings and how to manage these, giving children the time they need to recognise and respond to their own emotions.

Children behave well.Senor leaders prioritise children's safety. Staff maintain a safe and secure environment for children.

They are highly vigilant in keeping children safe. They use opportunities to teach children about their own personal safety. For instance, as children begin to sit on tables, staff remind them about sitting on chairs and help them learn about what might happen if they were to fall from the table.

Children listen carefully and respond to staff, as they learn how to promote their own safety.The out-of-school club staff have a strong relationship with the school. They work together to ensure the children's needs are met.

Staff have regular discussions to support the welfare of all children. Partnerships with parents and carers are good. Carers express their delight with how their children are growing in confidence and how they enjoy their time at the club.

Staff provide a range of nutritious foods for children to choose from at breakfast time. Staff are aware of the individual health needs, allergies, dietary requirements and food preferences, which they follow when preparing and offering foods for children. Staff discuss the importance of drinking water and eating a balanced diet, to help children learn about healthy choices.

Children benefit from some opportunities to be independent. For instance, when children arrive they learn where to put their bags and drinks. They tidy away after they have eaten and put away toys in readiness for the move to the school classrooms.

However, during some mealtimes, staff recognise that they often complete some tasks that younger children could learn to do for themselves, to further their independence.

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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