Progressive Sports @ de Ferrers

Progressive Sports @ de Ferrers

Unique reference number (URN): 2870118 Address: The de Ferrers Academy, St Mary's Drive, Burton-On-Trent, Staffordshire, DE13 0LL Type: Childcare on non-domestic premises Registered with Ofsted: 30/10/2025 Registers: EYR, CCR, VCR Registered person: Progressive Sports Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Leaders generally establish clear expectations for children's behaviour. Staff help children to understand the camp rules. Children respond positively to staff reminders and guidance. Leaders have recently focused on helping staff use praise, stickers and rewards more effectively. Children respond well to this positive reinforcement. They develop warm relationships with staff and generally play cooperatively alongside children of different ages.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes towards the activities. They enthusiastically join games, take turns and learn to work as part of a team. Staff adapt their expectations and approach for children who face barriers and need additional support. They recognise when children need time away from the busy environment and help them to regulate before encouraging them to rejoin the group. Staff use strategies, such as 5-minute warnings to prepare children for changes in routines. However, leaders and staff do not always plan and organise some parts of the day as effectively as they could, particularly arrival times. Occasionally, children spend periods of time without clear direction and are less motivated to engage purposefully.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance and follow up when children do not attend as expected. They work with families and respond to reasons for any absences to develop positive habits to children's learning.

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Children's welfare and wellbeing Expected standard

Leaders generally ensure that children's health and care needs are understood and appropriately supported. They gather essential information about children's health, including allergies and medical needs. Leaders liaise with the food provider about dietary requirements and take account of children's individual needs and preferences. Staff understand safer eating practices. They remain attentive while children eat, consider potential choking hazards and make sure children do not share food.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote healthy lifestyles through the routines and experiences they provide. Staff encourage children to drink regularly throughout energetic activities. They establish effective hygiene routines, such as handwashing before eating. Leaders provide children and families with experiences, including making fruit kebabs and healthy eating workshops. These are included to help children develop their understanding of healthy choices and how to look after their body.

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Children's welfare and wellbeing Expected standard

Leaders promote children's emotional wellbeing through an inclusive approach that considers individual confidence and emotional needs. Staff recognise when children are less confident about joining in and adapt their support accordingly. For example, staff give children small responsibilities and use sensitive encouragement to help them become involved in the group. They help children feel that they belong. Staff also recognise and respond sensitively when children become tired or overwhelmed. Leaders monitor accidents and injuries carefully, including following clear procedures for head injuries and sharing relevant information with parents.

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Inclusion Expected standard

Leaders typically understand the needs of the families who use the club and take practical steps to reduce barriers to children's participation. They work with the local authority to provide funded places, enabling children and families to access activities and experiences during the school holidays.

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Inclusion Expected standard

Leaders make reasonable adjustments for children with special educational needs and/or disabilities. They increase staffing when children need extra support and provide quieter spaces where children can regulate away from the busy environment. For example, staff have created an individual area with familiar activities based on children's interests. Staff adapt their approach to help individual children gradually become comfortable within the wider group. This helps children to feel secure and gives them opportunities to participate alongside their peers at a level that is manageable for them.

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Inclusion Expected standard

Leaders' systems for gathering and sharing information with families and other settings are not precise enough. Staff do not have comprehensive information about children's starting points or the strategies that are already successful elsewhere. This reduces how precisely they can plan support from the outset.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the quality of the provision and are clear about where further improvements are needed. They recognise that younger children have different needs from older children attending the sports camp. Leaders plan to further develop the early years offer to extend sport within the club. They work with the local authority to understand the needs of the community and enable families to access funded holiday provision.

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Leadership and governance Expected standard

Leaders invest in staff development. They support staff to further their qualifications and extend their professional knowledge. Leaders regularly observe staff practice and provide feedback to help staff develop their effectiveness. Recent changes in the leadership structure have led to some senior staff taking on additional responsibilities, workload and increased oversight of the provision. This reduces the time available for senior staff to focus on monitoring the quality of practice and ensuring that improvements are consistently embedded.

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Leadership and governance Expected standard

Leaders value their relationships with parents and carers and provide opportunities for them to discuss their children's experiences. Staff talk to parents at collection about what children have been doing and how they have spent their day. Parents receive some information about the activities available at the camp. However, leaders place less focus on sharing precise information about planned activities in advance. This means that parents do not always have comprehensive information about the experiences planned for their children each day.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children arrive keen to take part and quickly settle into the activities available. They choose from experiences such as colouring and making models with pipe cleaners. Children proudly talk about what they create, including flowers and imaginative objects, such as 'back scratchers'. Younger children particularly enjoy the ball pool and tent, which provide quieter spaces alongside the sporting activities. Children know what is planned for the day. They talk through the activities with staff who help them to understand what is on the daily timetable. Children are enthusiastic about the active nature of the club. They eagerly join their friends for energetic games, where they practise throwing, catching and moving safely around one another. Younger children are helped to take part at a level that suits them. For example, they particularly enjoy familiar games, such as 'Duck, Duck, Goose', where they confidently

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What it's like to be a child at this setting

join alongside their friends. Children who need additional help are supported in ways that reflect their individual needs and interests, helping them to feel included in the club.

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What it's like to be a child at this setting

Children experience the excitement of friendly competition as they aim for targets, collect points and cheer each other on. They learn to work as part of a team, take turns and follow the rules of different games. Staff recognise when children begin to get tired and give them choices about what they would prefer to do. Children benefit from experiences beyond sport. They learn about the different backgrounds and cultures represented within the club. Staff encourage them to talk respectfully about their unique differences.

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What it's like to be a child at this setting

Children form positive relationships with staff and each other. They respond to clear expectations and encouragement to follow the camp rules. Overall, children are happy, settled and enjoy spending time with their friends while accessing a broad range of experiences during the school holidays. Children who face barriers are supported to participate and feel part of the camp community. Staff work with families and the local authority to encourage children's attendance and help them access the camp during the school holidays.

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Next steps

Leaders should strengthen organisational structures and oversight to increase the capacity for monitoring the quality of practice and ensuring improvements are consistently embedded. Leaders should strengthen partnership working with parents and other settings to secure more precise information sharing that supports children's individual needs and experiences. Leaders should refine the planning and organisation of daily routines, particularly arrival times, so that children remain purposefully engaged throughout the day.

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About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

The de Ferrers Academy St Mary's Drive Burton-On-Trent Staffordshire DE13 0LL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Progressive Sports Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 16:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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