Blooming Buds Childcare

Blooming Buds Childcare

Unique reference number (URN): 2811351 Address: Read St John's Church of England Primary School, Straits Lane Read, Burnley, BB12 7PE Type: Childcare on non-domestic premises Registered with Ofsted: 06/09/2024 Registers: EYR, CCR, VCR Registered person: Brown, Lisa Marie

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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

Typically, leaders and staff have high expectations for children's behaviour. They ensure that these expectations are age-appropriate and reflect children's individual needs and abilities. Staff take account of children's individual circumstances when supporting their behaviour, ensuring that expectations remain fair and appropriate. Children generally understand these expectations. Although, staff do not consistently implement routines and expectations when children choose to have additional snack.

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Behaviour, attitudes and establishing routines Expected standard

Children of all ages typically support one another. Older children regularly help younger children. For example, they support them to build structures with magnetic tiles by guiding them to match the magnets together for greater stability. They also help younger children find specific coloured pens to complete their colouring activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders involve children in establishing the club's rules, which they review and adapt throughout the year to reflect changes and address any identified risks. Children learn to take turns, show kindness and play cooperatively with their peers. Staff provide games that encourage collaborative play.

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Behaviour, attitudes and establishing routines Expected standard

Children's views and choices are valued and respected. They choose where and what they would like to play with and leaders regularly seek their feedback to identify improvements or adaptations to the provision. Children demonstrate positive attitudes.

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Behaviour, attitudes and establishing routines Expected standard

Staff act as positive role models. Leaders identify key persons at the start of each session to promote younger children's emotional security. Staff encourage and praise younger children, helping them engage confidently in the activities on offer. Relationships are warm and genuine.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance through themed sessions, flexible attendance arrangements and effective monitoring in partnership with the host school.

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Inclusion Expected standard

Overall, leaders and staff demonstrate a clear understanding of how to identify and assess children's individual needs. They have established professional and meaningful relationships with the host school, teachers and the families who access the club. This enables them to know children well and respond to their individual needs. Staff communicate daily with the host school to find out information about children's experiences and wellbeing. This effective information sharing promotes continuity in children's care and support, helping to ensure that interventions and strategies have a positive impact on their experiences.

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Inclusion Expected standard

Typically, staff demonstrate a secure understanding of children's individual needs. They adapt the provision each day to ensure that children who face barriers to participation receive the support they need to engage fully in activities. Leaders undertake relevant training to develop their knowledge of special educational needs and/or disabilities and share this learning with the staff team. Staff apply this knowledge in practice by adapting

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Needs attention

their interactions and responses, ensuring activities remain accessible. Leaders recognise triggers that may affect children's experiences at the club.

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Needs attention

Leaders demonstrate a commitment to identifying and removing barriers to children's participation. For example, they adapt arrival routines to support children's self-regulation, helping them settle quickly and engage positively in the club's activities. Staff provide quieter areas for children's self-regulation.

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Needs attention

Leaders ensure children develop an awareness of wider Britain through experiences, such as tasting foods from around the world and celebrating a range of cultural traditions.

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Children's welfare and wellbeing Needs attention

Staff do not routinely provide daily opportunities for outdoor play. Consequently, children do not benefit from regular physical activity, fresh air or the positive impact these have on health and wellbeing. This is a breach of requirements. Leaders recognise the need to strengthen children's understanding of healthy lifestyles and the importance of being physically active outdoors.

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Children's welfare and wellbeing Needs attention

Leaders and staff do not consistently implement safe eating procedures. Staff inform children that additional snacks are available throughout the session after the planned snack time. Children then help themselves to further snacks without staff supervision. As a result, some children walk or run around the setting while eating. Also, staff leave children unsupervised at the snack table. This does not effectively minimise risks such as choking and is a breach of requirements.

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Children's welfare and wellbeing Needs attention

Typically, staff prepare food safely and the planned snack time is calm, sociable and organised. Staff encourage children to use good manners and create opportunities for them to talk about their day. Staff explain the activities available and encourage children to make independent choices in their play. Leaders recognise that staff could further promote children's independence by encouraging them to pour their own drinks, serve their own food, and clear away their dishes after snack time.

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Children's welfare and wellbeing Needs attention

Generally, all children, including those with special educational needs and/or disabilities, develop secure attachments and demonstrate a sense of belonging. Key person systems are well thought through. Children know who to approach for support and include one another in their play. They follow familiar routines confidently, such as washing their hands before snack time. Children demonstrate that they feel safe, confident and emotionally secure at the club.

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Leadership and governance Needs attention

Although leaders have identified some areas for development, they do not demonstrate a consistent and secure understanding of the requirements of the early years foundation stage. As a result, they have not identified weaknesses, which have led to breaches of the statutory requirements. In addition to this, leaders have not kept Ofsted informed of changes to the provider's contact information and operating times as required. This has been addressed, and Ofsted are not taking any further action.

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Leadership and governance Needs attention

Leaders have not ensured that records are readily accessible or available for inspection. This includes records relating to some staff members' Disclosure and Barring Service checks, qualifications and training. Despite these weaknesses, leaders effectively monitor staff's ongoing suitability through regular supervision, observations of practice and discussions about professional conduct. Leaders also provide safeguarding training, and staff demonstrate a secure understanding of their responsibility to report concerns and any changes promptly.

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Leadership and governance Needs attention

Leaders and staff demonstrate a strong commitment to their roles and staff retention remains good. Leaders place a clear emphasis on staff wellbeing by managing workloads effectively and encouraging staff to access professional development that reflects their interests. Staff complete training that enhances children's experiences and supports their participation in the club. Leaders also provide regular supervision and appraisal meetings. Leaders recognise that training could align more closely with individual staff development needs to drive further improvement within the club.

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Leadership and governance Needs attention

Leaders have established effective partnerships with parents and carers, the host school and the wider community. They provide guidance and signpost families to relevant local services, including special educational needs and inclusion support and the parenting hub. Partnerships have a positive impact on children's experiences. Parents speak highly of the staff and value the clear communication that helps ensure all children feel fully included in the club.

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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

Children do not have sufficient opportunities to be physically active or enjoy outdoor play at the club. Children are also not consistently supervised closely enough during snack time, which does not typically support their safety and wellbeing.

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

Children demonstrate confidence and enthusiasm as they arrive at the setting. They settle quickly after storing their belongings and listen attentively during the welcome session. Overall, children follow established routines confidently and interact positively with the familiar staff. Generally, staff communicate clear rules and expectations that promote positive behaviour and in the main support children's wellbeing.

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

Children feel valued, respected and listened to throughout the session. They engage in relaxed conversations with staff and their friends, sharing experiences from school and family life. Children clearly enjoy the attention and interactions they receive from staff and seek them out for conversation and support. Children demonstrate that they feel secure in the setting, which supports their emotional wellbeing.

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

Children show individuality and independence as they choose from the range of activities available. They confidently make decisions about their play. They join friends in activities such as reading together, decorating mugs with flags to celebrate the World Cup and constructing models with magnetic tiles. Staff respond appropriately to children's individual needs by adapting their support and providing additional reassurance when required. This helps children remain engaged and participate confidently in activities.

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

Children benefit from well-established partnerships between leaders, parents and carers and the host school. Children who require additional support, including those with barriers to their wellbeing or engagement, receive coordinated support as staff work closely with parents and school staff. This collaborative approach helps to identify and meet children's individual needs while reducing barriers to participation and inclusion.

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About this setting

Unique reference number (URN): 2811351 Children benefit from flexible attendance arrangements that leaders offer to parents. This flexibility helps children, including those with special educational needs and/or disabilities, develop secure and consistent weekly routines.

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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 staff are deployed effectively at snack time to assure children's safety 01/09/2026

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Action Completion Date

set clear expectations for when additional snack is taken and ensure children understand the established routines and expectations 01/09/2026

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Action Completion Date

ensure records are easily accessible and available to promote the safe and efficient running of the setting 01/09/2026

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Action Completion Date

ensure children have the opportunity for outdoor play on a daily basis 01/09/2026

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About this inspection

The inspector spoke with leaders, practitioners, parents and 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.

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Address:

Read St John's Church of England Primary School Straits Lane Read Burnley BB12 7PE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 09:00,Monday,Tuesday,Wednesday,Thursday : 15:20 - 18:00,Friday : 15:20 - 17:00

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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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