Junior Adventures Group @ edgebury BR7

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enjoy their time at the club. Those children who have recently started are eager to attend. They quickly settle into the club's routines and build new friendships as they socialise in wider groups.

Children show that they are confident communicators. For example, they contribute well to discussions with staff about the club's rules and expectations. Children build well on important skills.

They follow instructions well, for instance, as they join in with challenging physical games. Children show that they are proud of their achievements and celebrate the successes of their friends. Children show deep focus as they... make colourful patterns during art and craft activities.

They go on to write their names on their artwork. Children show care and consideration for each other. They are encouraged to manage their self-care needs independently, for example, as they 'buddy up' with older friends.

Children have first-hand experiences of animals, such as rats, snakes and spiders, during special sessions. They have fun playing with giant water guns. Children have good opportunities to share their ideas and express how they feel.

For example, they use coloured tokens to indicate how they feel about club activities.

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

Leaders strive to make continual improvements. They monitor the service effectively and involve staff in their evaluation of club activities.

Leaders work well with school staff and other users of the site to ensure the smooth running of the service. Staff, including those who work on a temporary basis, are clear about their roles and responsibilities.Staff demonstrate positive interactions with children.

They engage children in enjoyable activities well, overall. Although a key-person arrangement is in place, it is not fully effective. Staff do not yet consider how to adapt activities and routines to better meet the development needs of the youngest children.

Staff help children to behave well. For example, staff help children to understand the potential impact of their actions when they, very occasionally, become boisterous. Staff recognise when children need more active play opportunities.

Children quickly settle down when these are provided. Children respond well to instructions. For instance, they wait patiently as staff collect their friends from other classrooms.

Children practise skills that they need for the future. They count dice and write their names on artwork. Children interact and communicate with others in positive ways, including during large-group activities.

For example, they enjoy board and ball games with older friends. Children develop their independence. They clean their hands and locate their bags and water bottles.

Staff plan creative activities that children enjoy. Children swing their feet with excitement as they look forward to decorating doilies at the craft table. They go on to use dabbers to create colourful patterns.

Children have fun using their imaginations. They pretend to be robots and carefully create structures with interlocking bricks. Staff show children that their creations are valued.

Staff encourage children to use their bodies in different ways. Children become increasingly assured about their physical abilities. Children gain confidence as they practise how to catch and throw.

They take part in active group activities, such as relay races. This helps children to collaborate, build resilience and be confident to compete as part of a team.Parents speak positively about the club and the staff team.

They appreciate the opportunities for their children to socialise and take part in different activities. Children write and draw about what makes them happy to attend. Their comments include a lot of smiley faces.

Safeguarding

The arrangements for safeguarding are effective.Leaders follow safer recruitment guidance. Arrangements to assess staff suitability are robust.

Staff are confident to recognise potential risks to children's welfare, including exposure to extreme views or ideas, unsafe technology, or alcohol misuse. Staff understand the procedures to follow if they think a child is at risk of abuse or harm. They are clear about how to respond if they have concern about the behaviour of a colleague or school staff.

Staff show that they implement procedures such as collection of children and risk assessments effectively. They maintain accurate records of children's attendance. Children's dietary and health needs are managed well.

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