Junior Adventures Group @ Clover Leys DE24

Junior Adventures Group @ Clover Leys DE24

Unique reference number (URN): 2805288 Address: Clover Leys Spencer Academy, Woodford Drive, Boulton Moor, Derby, DE24 5AX Type: Childcare on non-domestic premises Registered with Ofsted: 05/08/2024 Registers: EYR, CCR, VCR Registered person: Junior Adventures Group UK Ltd

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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 Needs attention

Staff do not consistently address inappropriate behaviour or help children understand why rules and boundaries are in place. As a result, children repeat behaviours and do not consistently develop an understanding of what is expected of them or how their behaviour affects others. Staff do not make reasonable adjustments to routines or adapt behaviour strategies for children, who need additional support. This means that some children do not receive the individualised guidance they need to understand expectations, manage their behaviour and participate positively in the club.

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Behaviour, attitudes and establishing routines Needs attention

Leaders and staff have routines in place. However, these are not managed effectively. Children are sometimes left waiting for extended periods while staff complete routine tasks, which can lead to them becoming unsettled and displaying inappropriate behaviour. Routines are not always managed effectively to support children to remain engaged and regulated.

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Behaviour, attitudes and establishing routines Needs attention

That said, children enjoy attending the club. They say they like seeing their friends and taking part in the range of activities available. Children develop positive relationships with their peers and enjoy playing together, such as ball games. Older children show consideration for others by holding the door open for their friends. Staff monitor children's attendance and complete daily registers effectively, helping to ensure children's safety while attending the club.

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Children's welfare and wellbeing Needs attention

Leaders do not ensure that policies and procedures to support children's welfare and wellbeing are followed consistently. This includes procedures for identifying and sharing information about children with special educational needs and/or disabilities. Although staff identify when children may need additional support, this information is not always acted on quickly enough or used well enough to plan targeted support. As a result, some children do not benefit from timely and coordinated support. This affects how securely their welfare and wellbeing needs are met.

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Children's welfare and wellbeing Needs attention

Staff supervise mealtimes but do not consistently interact with or support children while they eat. They mainly observe rather than engaging with children and supporting positive mealtime experiences. Although mealtimes can become noisy and disorganised typically, children enjoy spending time with their friends as they eat socialising together.

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Children's welfare and wellbeing Needs attention

Children are supported to follow good hygiene practices and wash their hands before eating. They enjoy healthy foods and regular opportunities for physical exercise, supporting their healthy lifestyles. Staff recognise when children have been engaged in physical activities and explain to children that they look 'hot' and 'sweaty'. They encourage children to drink water, supporting their hydration and wellbeing. Generally, staff check in with children as they are collected from their classroom, asking about their day and taking an interest in what they have been doing. This helps children develop positive relationships with staff and confidently share their experiences.

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Inclusion Needs attention

Leaders do not take appropriate or timely action to support children's individual needs. Although leaders have conversations with parents, carers and other professionals, they are at an early stage of consistently using this information to identify and plan effective support. As a result, staff do not address potential barriers to children's participation and wellbeing swiftly enough. Consequently, some children, including those who face barriers to learning, do not receive the targeted help they need to fully access activities, follow routines and participate positively in the setting.

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Inclusion Needs attention

Leaders identify appropriate strategies to support children who speak English as an additional language, including the use of visual timetables and 'now-and-next' boards. These resources are available to be used, when needed, although they are not currently required for the children attending the club. Children who speak English as an additional language settle confidently into club life and participate positively in the routines and activities provided.

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Inclusion Needs attention

Staff provide children with a variety of activities at the club. When children express an interest in a particular activity, staff respond positively to their choices and adapt the provision by taking relevant resources outdoors. This enables children to follow their interests and make meaningful choices about their play.

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Leadership and governance Needs attention

Leaders have not established sufficiently effective arrangements to monitor staff practice and the implementation of agreed policies and procedures. Their oversight does not identify all aspects of practice that require improvement. For example, to support staff to be able to quickly recognise and adapt routines and waiting times for children if needed. Consequently, weaknesses in practice are not always addressed promptly, which means that effective practice is not yet maintained across the provision.

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Leadership and governance Needs attention

Communication between staff and parents is not yet embedded securely, particularly regarding information about what children have eaten and the activities they have taken part in at the club. However, parents value the communication from leaders about changes to staff. This means that while parents receive important information from leaders, they are not always kept sufficiently informed about their children's daily experiences at the club.

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Leadership and governance Needs attention

Links with other professionals are developing, but information-sharing about children's needs is not yet implemented at the club. This means that continuity of support is not yet secure for all children, including those with special educational needs and/or disabilities and those who may face barriers to learning and participation.

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Leadership and governance Needs attention

The safer recruitment procedure is thorough and includes a robust induction process. Leaders provide appropriate professional learning opportunities, including mandatory training for all staff. They give new staff opportunities to shadow experienced colleagues before starting in their role. This helps staff to understand their responsibilities and become familiar with the club's expectations and procedures before working with children.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Routines at the club are not yet fully secure to promote positive behaviour. Children wait for extended periods of time before moving between activities. During these times, they are not always clear about what is expected of them. Children who face barriers to learning and participation do not always receive targeted support promptly or consistently throughout their time at the club. Staff identify and discuss with leaders children who require additional support to manage their behaviour. However, this information is not consistently used to plan targeted strategies or ensure continuity of support in a timely manner. As a result, some children do not receive the consistent guidance they need to understand expectations and participate positively in the club.

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

Staff do not consistently share regular information with parents and carers about their children's experiences at the club. Parents are not always sufficiently informed about their children's daily experiences. Families are welcomed warmly by staff, and staff work with them to follow the policies in place as they sign children out using the electronic tablet, helping to ensure that children are collected safely.

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

Children are cared for in a safe, welcoming and familiar environment. They arrive happily and staff greet them warmly. Children are confident to talk to staff about their experiences at school, demonstrating that they feel comfortable and secure with familiar adults. Children choose from a suitable range of activities, including ball games, creative play and role play. For example, children think of their own idea and create a bouncy ball using elastic bands. They persevere with the activity and are pleased to show staff when it starts to bounce. Staff listen to children, join in their play and encourage them to share their ideas.

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

Children typically develop their independence during their time at the club. They wash their hands before snacks and prepare themselves to go outside by putting on a hi-vis vest. These tasks help children to develop confidence and self-care skills, while also helping staff to identify and supervise them easily. This supports children's safety while allowing them to explore the outdoor environment confidently and independently. Overall, children enjoy their time at the setting. However, staff do not consistently use information about children's individual needs to plan and provide appropriate support. As a result, some children's experiences are not consistently well planned or effectively supported.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that staff implement consistent behaviour expectations and boundaries to help children know and understand what is expected of them 08/10/2026

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Action Completion Date

improve the monitoring of staff practice to identify and address weaknesses promptly and ensure that effective practice is consistently maintained across the provision 08/10/2026

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Action Completion Date

ensure that leaders and staff understand and follow the setting's policies and procedures effectively, specifically 08/10/2026

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Address:

Clover Leys Spencer Academy Woodford Drive Boulton Moor Derby DE24 5AX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Junior Adventures Group UK Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday : 15:20 - 18:00

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Action Completion Date

around supporting children with special educational needs and/or disabilities

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Action Completion Date

ensure that staff consistently share relevant information with parents about children's experiences at the club, including the food and drinks they have consumed and the activities they have taken part in 08/10/2026

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About this inspection

The inspector spoke with leaders, staff, parents, carers and children 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. Local authority: Derbyshire

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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. 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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