Brightsparks Club

Brightsparks Club

Unique reference number (URN): EY290626 Address: St. John's School Hall, St. Johns Road, Padiham, Burnley, Lancashire, BB12 7BN Type: Childcare on non-domestic premises Registered with Ofsted: 31/08/2004 Registers: EYR, CCR, VCR Registered person: Brightsparks Club Partnership

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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 Strong standard

Before children start at the club, younger children attend stay-and-play sessions so they can become familiar with the environment. During this time, staff gather information from parents and carers to help plan for children's first few weeks. Older children act as buddies, guiding them through routines and explaining the club rules. These thoughtful arrangements help children settle quickly and feel confident when they join the main session.

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Behaviour, attitudes and establishing routines Strong standard

Warm and respectful relationships between practitioners and children underpin the positive atmosphere at the club. Staff know children well and respond sensitively to their individual personalities and needs. Children approach staff readily to share their ideas, ask for help or talk about their day. This secure rapport helps children feel valued and supports them to manage their emotions.

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Behaviour, attitudes and establishing routines Strong standard

Children show a clear understanding of what is expected. Staff address behaviour calmly, helping children talk through disagreements and consider how their actions affect others. Leaders review behaviour patterns regularly and adapt strategies to reflect children's ages and interests. For example, they refreshed incentives such as the 'proud cloud' when older children lost interest. Children respond positively and demonstrate very positive attitudes.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children's attendance through flexible sessions and clear communication with families. Consistent routines and staff guidance help children engage positively and sustain the behaviour expected throughout the session.

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Children's welfare and wellbeing Strong standard

Children follow well-established hygiene routines and confidently wash their hands, use the nose-wiping stations and sanitise when needed. Staff promote children's understanding of healthy habits through clear explanations and consistent practice. Children increasingly make their own healthy choices. For example, they select from healthy snacks and fruit each day and help themselves to drinks when they feel thirsty. Staff provide hot and cold meal options and use their knowledge of the local area, alongside information from parents and carers, to ensure children's individual dietary needs are met. These well-structured routines help children develop lasting habits that support their self-care, physical health and emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Secure and responsive relationships underpin children's wellbeing. Staff know children well and respond sensitively to their individual needs. Children approach staff confidently for reassurance, conversation or support, demonstrating that they feel safe and valued within the club. These positive relationships help children feel comfortable sharing how they feel and seeking support when needed.

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Children's welfare and wellbeing Strong standard

Staff build physical activity into each session through games and outdoor play, supporting children's coordination and fitness. Children enjoy activities, such as parachute games, which encourage cooperation and build physical confidence. Leaders extend these experiences through additional activities, including dance sessions. Staff also support children to recognise and manage their emotions. Activities such as children's yoga help them regulate their feelings and develop focus. Staff talk with children about their feelings and help them reflect on how their actions affect others. Through play and group experiences, children build friendships, practise social skills and develop the confidence to participate fully in club life.

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Inclusion Strong standard

Leaders create an inclusive culture, where staff identify and support children's individual needs very effectively. They work closely with school staff, including special educational needs coordinators. Leaders attend review meetings and share information regularly. Staff implement agreed strategies within the club so children experience consistency and stability across both environments. Leaders ensure staff receive training to strengthen their understanding of special educational needs and/or disabilities (SEND). This helps staff recognise children's needs quickly and apply strategies confidently in daily practice.

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Inclusion Strong standard

Children with SEND receive tailored support that enables them to participate fully. Staff adapt activities, provide access to a sensory space where children can regulate their emotions and use visual prompts where appropriate. They provide targeted support so children can access activities alongside their friends. In addition, children learn simple sign language to promote communication and support one another. These approaches reduce barriers to participation and strengthen children's social development. Children with SEND feel valued members of the club community.

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Inclusion Strong standard

Leaders work constructively with families and other professionals. They hold sensitive conversations with parents, attend review meetings and share guidance from external agencies so support remains consistent. Leaders also provide flexible sessions and substantial meals to reduce barriers for disadvantaged families. Staff use a private communication platform to share information and opportunities that support parents' employment and wellbeing. As a result, children attend regularly, feel secure and participate fully in club life.

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Leadership and governance Strong standard

Leaders have ensured very effective oversight of the club. They understand the local context and the needs of children who attend the club. Staff use discussions with staff, parents and carers and children to plan provision that reflects children's interests and supports engagement across all age groups. Leaders regularly review behaviour strategies and adapt these to meet the needs of children in different age groups. They ensure that routines and expectations remain clear.

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Leadership and governance Strong standard

Professional development is embedded. Staff are supported through mentoring, supervision sessions and peer observation. Leaders encourage them to trial ideas from ongoing study to improve practice. Training is followed up and monitored to ensure it is applied in practice. For example, staff have completed training on supporting older children's behaviour, including recognising triggers and using emotional regulation strategies. This strengthens provision and has a direct impact on children's engagement and learning across all age groups. Leaders monitor children's welfare and wellbeing across sessions. They ensure that provision supports all children, including those who face barriers to participation. Staff report excellent support for their workload and wellbeing, strengthened through team-building activities. Clear and consistent communication with families helps children to attend and engage fully. Leadership decisions are informed by children's individual needs, ensuring that

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Leadership and governance Strong standard

the club provides a safe, inclusive and stimulating environment.

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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 settle quickly into the club and understand what is expected. They manage their belongings and follow hygiene routines independently. Furthermore, key persons for younger children maintain excellent links with school. Staff complete daily handovers that include discussions about what children are working on in class and how they are managing. Staff use this information to support a smooth transition for children from school to the club and to complement their learning during the session. For example, younger children use chopsticks during Lunar New Year activities to collect streamers. This ensures continuity for children between school and the club.

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

Children discuss what they enjoy and what works well at the club. They suggest changes for after half term. Staff adapt plans and embed children's ideas into the club's planning. Leaders invite professionals, such as sports coaches from the local football club, to extend children's experiences. These sessions promote teamwork, resilience and physical fitness. During games, children explain that running raises their heart rate and makes them feel happy. Staff encourage older children to take on leadership roles, such as sports lead and buddy mentor. These children organise activities, include others and model expectations. This strengthens children's responsibility and respect within the club community.

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

Staff are visible and approachable throughout the session. Children regularly speak with staff about how they are feeling. When children experience frustration or heightened emotions, staff respond very calmly and help them to resolve situations. This supports children's emotional wellbeing and helps them to regulate their behaviour. As a result, children feel safe and able to participate fully.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of all children.

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About this inspection

The inspector spoke with the nominated individual, leaders, staff 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.

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Address:

St. John's School Hall St. Johns Road, Padiham Burnley Lancashire BB12 7BN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Brightsparks Club Partnership

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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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

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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