Butterflies Out Of School Experience

Butterflies Out Of School Experience

Unique reference number (URN): 2754612 Address: Darwen Valley Community Centre, 59-61 Sudellside Street, Darwen, BB3 3DL Type: Childcare on non-domestic premises Registered with Ofsted: 10/11/2023 Registers: EYR, CCR, VCR Registered person: McClelland, Susan Patricia

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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 maintain a settled and positive atmosphere. Staff promote calmness and consistency. They communicate behaviour expectations positively. Children arrive and demonstrate their understanding of routines. They independently put their belongings away and listen carefully to staff. Staff use gentle reminders to reinforce behaviour expectations, such as when children line up to wash their hands. They use repeated methods to gain children's attention, such as a 'hands up' approach, which helps to maintain the atmosphere. Staff support positive behaviour through gentle reminders and strategies that reflect children's age, stage of development and individual needs.

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Behaviour, attitudes and establishing routines Expected standard

Staff develop warm, caring and supportive relationships with children. They listen to children talking about their day and show a genuine interest in their achievements and experiences. This encourages respectful listening and positive conversations. Staff model good manners, such as saying 'please' and 'thank you', and children copy this behaviour. They provide games and activities that encourage turn taking, sharing and cooperation. Children work together harmoniously to build dens and share storybooks. They show kindness and respect to their friends and form positive relationships with peers who attend different schools.

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand the importance of monitoring children's attendance. They implement clear procedures that staff follow. Any absences are addressed. During reflective discussions, leaders consider how registers could be improved to more accurately record children's attendance during sessions.

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Inclusion Expected standard

Leaders promote inclusion at the club. They develop effective relationships with the schools that children attend and ask relevant questions about each child's day, including any changes to routines or behaviour. This helps staff to adjust their approach to meet children's individual needs and enables children to enjoy their time and engage fully at the club. Staff show a clear understanding of children's differing needs. They provide spaces where children can relax in dens, access baskets of small sensory resources and take on extra responsibilities, such as setting the table or reading to younger children. When staff recognise that some children would benefit from less stimulation, they offer calming activities in smaller, quieter rooms.

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Inclusion Expected standard

Leaders signpost families to external community support when they identify potential barriers to engagement or involvement. They work collaboratively with other professionals, including school teachers, to provide tailored and focused support that improves outcomes for children. Leaders also gather and share information appropriately to ensure that children's needs are fully met. They develop their practice further through local authority training and regular network meetings.

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Inclusion Expected standard

Leaders monitor children's engagement and experiences at the club and review support strategies to ensure that they remain effective. They work closely with families and maintain open communication so that they understand children's needs and provide support between

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Needs attention

home, school and the club. Staff generally understand children's needs well, although leaders recognise that there is more to do to ensure that all staff have consistently strong knowledge through targeted professional development.

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Children's welfare and wellbeing Needs attention

Although children are happy and content, with well-embedded routines in place, there are inconsistencies in staff's understanding of children's specific eating needs. Not all staff demonstrate a secure knowledge of safer eating practices and they would benefit from clearer guidance about expectations during mealtimes. In addition, leaders do not always recognise and effectively manage all potential hazards, such as cleaning products being left within children's reach and feeding chairs for younger children being unstable. Staff supervise children and provide meaningful support, helping them to feel safe, settled and engaged in activities.

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Children's welfare and wellbeing Needs attention

Leaders provide nutritious meals and promote some hygiene routines. However, staff do not consistently discuss the benefits of healthy foods or explain what contributes to a healthy lifestyle. Staff do not talk with children about why it is important to wash their hands before eating or after using the toilet. As a result, everyday routines are not fully used to promote healthy lifestyles or encourage the development of positive habits for the future.

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Children's welfare and wellbeing Needs attention

Staff support children to build positive relationships with their peers by offering activities and play opportunities for pairs and small groups. This helps to develop children's confidence and their understanding of others. Relationships between staff and children are warm and secure. Children settle quickly into activities on arrival, showing they feel safe and emotionally supported.

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Leadership and governance Needs attention

Leaders have a broad understanding of the club's strengths and areas for development. However, they do not have a clear action plan to continually improve. Leaders do not make sure that records are easily accessible and available, such as those including details of children. Additionally, leaders have not ensured that all children are accurately recorded as attending the club provision, such as those who also attend the provider's childminding setting.

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Leadership and governance Needs attention

Staff have access to professional development opportunities and receive feedback from leaders about their practice. They complete mandatory training, including safeguarding, which supports their understanding of key responsibilities to protect children from harm. Leaders prioritise staff's wellbeing and workload carefully. Staff report feeling valued, supported and appreciated, which contribute to a positive culture. However, leaders do not identify the exact training that staff need to improve their work with children. Leaders' systems for checking staff performance are not robust. Leaders engage effectively with parents to ensure that they are informed about their children's experiences. They gather information about children's interests and respond to feedback, helping to tailor activities to children's individual needs. Parents speak positively about the club and the experiences provided for their children.

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Leadership and governance Needs attention

Leaders strive to support all children, including those who face barriers to learning or wellbeing. They work collaboratively with parents, school staff and other professionals when needed to ensure that children receive the support they require and can access opportunities to thrive.

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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's safety and welfare are occasionally compromised. Leaders and staff do not consistently identify or reduce all potential risks. Within the shared space, other service users' cleaning products remain within children's reach. Staff, on most occasions, supervise children when they use the toilets where these products are stored. Staff do not always recognise when seating arrangements do not support safer eating practices. Some younger children sit in chairs that are too large or are unstable, which leaves them without adequate foot support or safety straps. Leaders have not ensured that record-keeping is robust to ensure the safe and efficient running of the provision.

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

However, children arrive at the club happy and eager to make their own choices about activities after the school day. They quickly engage in a range of activities, such as making cards, playing with the small-world farmyard and joining in with board games. Children develop their social skills as they mix with children of different ages. They show kindness and support to one another. Older children help younger children to develop their independence by supporting them as they pour water from a jug into cups.

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

Children negotiate, plan and share ideas when they build dens together. They play cooperatively and include others in their games. Staff support children well and act as positive role models. They value children's views and make time to listen to their contributions. Staff engage children in meaningful conversations. They ask about their school day and talk with them about recent family events. Staff encourage children to extend their ideas and persevere when testing their LEGO creations.

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

The atmosphere in the club is positive and welcoming. Children show that they feel safe and secure with the embedded routines and activities. Leaders organise a range of outings, including museum visits, pumpkin picking and trips to China Town to celebrate Chinese New Year. These experiences help children to develop their understanding of the world around them. Leaders encourage children and parents to complete evaluation forms and share ideas and suggestions. The long-standing staff team develops nurturing relationships that help children to feel secure and confident.

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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

establish clear mealtime expectations to strengthen staff's understanding and implementation of safer eating practices 30/04/2026

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Address:

Darwen Valley Community Centre 59-61 Sudellside Street Darwen BB3 3DL

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Address:

Type: Childcare on non-domestic premises

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Action Completion Date

identify professional development needs and plan targeted training to strengthen staff's knowledge, skills and work with children 30/04/2026

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Action Completion Date

implement effective risk assessment to promote the safety of children at all times 30/04/2026

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Action Completion Date

ensure records of all children's attendance at the club are accurate 30/04/2026

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Action Completion Date

ensure records are easily accessible and available to promote the safe and efficient running of the setting. 30/04/2026

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About this inspection

The inspector spoke with leaders, staff members 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. Registered person: McClelland, Susan Patricia

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About this inspection

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

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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

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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