Little Butterflies After School Club

Little Butterflies After School Club

Unique reference number (URN): 2832274 Address: Instow Community Primary School, Instow, Bideford, EX39 4LU Type: Childcare on non-domestic premises Registered with Ofsted: 14/02/2025 Registers: EYR, CCR, VCR Registered person: Little Butterflies Day Nursery 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 Expected standard

Leaders use their experience across their settings to establish a positive environment for the children. This means children are cared for by knowledgeable staff. They adapt their resources and environment for the children who attend. A weekly register is shared to enable staff to plan for individual children. For example, choosing books they know the children will enjoy.

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Behaviour, attitudes and establishing routines Expected standard

Staff skilfully ask questions, share their own thoughts and ideas and play alongside children to support their engagement. Children generally remain engaged for extended periods of time. Children then move from indoor to outdoor play. The transition is calm and children help to carry equipment outside. Children manage toileting themselves and staff ensure they are safe as they move through the school building to access the playground.

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Behaviour, attitudes and establishing routines Expected standard

Staff monitor and implement strategies to reduce any unwanted behaviour. Typically, all children in the setting follow their rules and boundaries and are calm and behave well. Any concerns about behaviour are shared with parents and strategies discussed. Leaders have a register for the after-school club and manage bookings well. They follow up on non- attendance and record absences and notes. This promotes regular attendance and highlights any patterns of absence.

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Children's welfare and wellbeing Expected standard

Staff know all children well. Younger children have an allocated key person at the club, who is responsible for their care. This procedure impacts positively on children's wellbeing. Knowledge gained from registration forms supports social interaction. Staff and children have meaningful conversations. Children grow in confidence quickly, thriving from the attachments they form to staff. The relationships are secure despite the limited time together.

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Children's welfare and wellbeing Expected standard

Leaders promote physical development well. Children have daily access to outside areas, supporting their physical health and wellbeing. Children collect their bottles and know to take their water outside during the hot weather. Children run and play together in the extensive playground, following the rules well. The club runs within the school grounds, which means children are familiar with the environment.

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Children's welfare and wellbeing Expected standard

Staff are fun and motivating and join in the play. Children are carefully supervised in line with the risk assessments. Staff understand sibling dynamics and know which children need support to join play.

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Children's welfare and wellbeing Expected standard

Staff are good role models and build positive relationships with children. For instance, they sit with children during snack and ask about their day. Typically, children are engaged, however, children wait a while for their snack. This results in children becoming restless.

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Inclusion Expected standard

Children feel included and valued in the club. For example, staff bring in resources that they know the children will like. Staff used children's interests and needs to inform decisions. Staff encourage children who are quieter to join play. They use favourite toys, such as bubbles, outside. Staff notice all children and are sensitive in their care. Staff support children who need extra help to make progress in using their language. This helps children to communicate their needs effectively.

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Inclusion Expected standard

Leaders show a secure awareness of how to seek relevant advice. They work closely with external agencies and families to support children. Staff can describe their knowledge of how to support children with special educational needs and/or disabilities. They talk about how all children can fully access all activities at the after-school club. For example, children with physical needs can use a different path to access the playground.

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Inclusion Expected standard

Leaders and staff maintain positive day-to-day contact with the on-site school, which helps create a familiar and inclusive environment for children attending the club. However, leaders do not consistently request or share detailed information about children's needs. As a result, children who need extra help are not always identified early enough to receive timely support.

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Leadership and governance Expected standard

Leaders ensure qualified staff lead the out-of-school provision. They visit the club regularly to review performance. Leaders have a clear view of the typical experience. They support staff through apprenticeships and trainees have a rich range of experiences that best develop their skills. Leaders make sure all staff complete first-aid training and safeguarding training. This results in staff having the confidence and skills to support children.

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Leadership and governance Expected standard

Leaders ensure staff's workload is manageable and organise the working week accordingly. Staff feel valued and able to share ideas for improvement. For example, increasing the range of resources for outside play. Leaders engage well with families and the host school. Leaders have regular meetings with the school and discuss risk assessments and plans for the future. They are responsive to the needs and requests of the school and adapt routines as required. For example, they ensure younger children do not use equipment that is too big.

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Leadership and governance Expected standard

Parents praise the communication from the leaders. They state that their children love coming. The flexibility is important to them and they know they can talk to leaders about any concerns. Parents like the newsletters. Staff share information at the end of the session with parents. For example, they pass on messages from the school staff about their school day. Staff also share news from their time at the after-school club.

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Leadership and governance Expected standard

However, leaders do not ensure that the staff have all the information they need about children's experiences at school and home. This means leaders cannot be assured that staff respond to children's needs in a consistent and well-informed way.

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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 happily into a welcoming atmosphere. Children are collected from their classes by club staff. Children come in and organise their bags and drinks and put them in the right place. Children enjoy a sociable snack time. They sit with the staff as they enjoy a healthy snack. Staff teach safer eating habits as they supervise. Children then move to activities of their choice. They enjoy building and mechanics play at the table. They explore how different pieces fit together. Children are encouraged to work together and solve problems. Children immerse themselves in the activities. They are calm, engaged and

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About this setting

Unique reference number (URN): 2832274 focused, with staff supporting them well. Children demonstrate excellent behaviour and attitudes. They take turns and wait patiently. Younger children look to the older children as role models as they play.

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About this setting

Older children enjoy colouring and talk about reading books. They talk about which class they are moving to in September. 'I don't have a number, I am in pre-school. My brother will go to class 4.'

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About this setting

Children's water bottles are checked by staff and they offer to refill them when needed. This highlights the importance of keeping hydrated and promotes healthy habits.

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About this setting

Children enjoy respectful and positive relationships with staff. Leaders organise and risk assess the environment with the school to promote safety. There are clear procedures for safe collection of children and monitoring absences. Staff are knowledgeable about safeguarding procedures. Parents can book sessions as and when they need, even at short notice. They look forward to their time out on the playground. For example, they choose the footballs and carry them out. Children explore and play with staff, enjoying the feeling of scoring a goal.

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Next steps

Leaders should strengthen the information shared with and by the school to benefit children's care and education. Leaders should ensure that care routines do not result in children waiting for extended periods for resources.

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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:

Instow Community Primary School Instow Bideford EX39 4LU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Butterflies Day Nursery Ltd

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Address:

Operating hours: 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

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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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