Butterflies Pre-School

Butterflies Pre-School 3 Beulah Road, Wimbledon, London, SW19 3SB

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Inspection date

Previous inspection date 24 January 2017 7 April 2016

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This inspection: Good 2

Previous inspection: Requires Improvement

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Leaders and staff have made successful improvements to meet the requirements of the early years foundation stage following the last inspection. They have worked together well to reflect effectively on their practice and make the necessary changes to improve the service they provide.  Leaders ensure children play in safe environments. They review risk assessments regularly. Staff are aware of potential risks to children as they play and explore, and they take steps to minimise these.  Staff observe children's progress closely and identify their next steps in learning accurately. All children make good progress.  Staff provide children with a good range of opportunities to be physically active. For example, children enjoy taking part in sports sessions and staff provide active outdoor learning opportunities, such as looking for shapes in the park.  Staff are caring and attentive to children's needs. They settle children in well and form

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This provision is good

strong bonds with them. Children are happy and secure.

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It is not yet outstanding because:

 Some planned group activities for younger children are not organised as well as possible and occasionally some children become slightly restless and distracted.  Some staff do not recognise when children need more time to respond to questions and develop ideas for themselves.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 improve the planning of group activities for the younger children to engage them more fully  help staff recognise when children need more time to explore and develop ideas for themselves to challenge their thinking skills even further.

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Inspection activities

 The inspector observed teaching practices and the impact these have on children's learning.  The inspector held discussions with the manager, staff, children and parents.  The inspector read some of the setting's documentation, including the safeguarding policy and procedures.  The inspector sampled children's development information and records.  The inspector carried out joint observations with the manager.

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Effectiveness of the leadership and management is good

Leaders have improved the way they monitor staff performance and support their ongoing development. A thorough induction programme is in place for new staff. Leaders observe staff regularly, providing feedback and coaching to help them extend their practice. For example, recent training has helped staff to develop their understanding of the observation and assessment system. Safeguarding is effective. Staff have a secure knowledge of how to keep children safe and the process to follow should they need to report any child protection concerns. Partnerships with parents and other providers are strong and provide continuity in children's learning and development. Staff update parents on their children's progress regularly and support their learning at home.

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Quality of teaching, learning and assessment is good

Staff respond well to children's interests as they play and explore. For example, younger children exploring a water activity decided to make 'hot chocolate' drinks, and older children worked together outside to develop a 'haunted house' game. Staff are skilled in helping children develop their early literacy skills. For instance, they encourage younger children to use actions to respond to events in stories and older children to practise their early writing. Staff plan a good range of opportunities for children to learn about the world they live in. For example, children celebrate a range of festivals and enjoy role-play activities that include foods from around the world.

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Personal development, behaviour and welfare are good

Staff are positive role models for children. They manage children's behaviour effectively. Leaders and staff have improved routines, such as arrangements at lunchtime, and ensure that children have a good range of opportunities to lead their own play. Staff support children's independence well. They give them lots of opportunities to become independent in managing their own needs. For example, children serve their own meals, clear plates when they have finished, and put on their outdoor clothes. Staff support healthy lifestyles effectively. For example, they teach children about good hygiene routines and provide them with healthy, nutritious meals, snacks and water.

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Outcomes for children are good

Overall, children are engaged and motivated to learn. They gain confidence and independence as they develop a good range of skills that prepare them well for their future learning. Children develop good conversational skills. For example, during role play they express their imaginative ideas clearly to their friends. Children make good progress in their mathematical understanding. For instance, older children use the language of time confidently and count accurately. They develop good social skills and happily involve friends and staff in their play.

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Setting details

Unique reference number EY482612 Local authority Merton Inspection number 1048425 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 56 Number of children on roll 31 Name of registered person Butterflies Childcare Limited

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reference number

Date of previous inspection 7 April 2016 Telephone number 02085450059

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reference number

Butterflies Pre-School registered in 2014. It operates in Wimbledon, in the London Borough of Merton. The pre-school is open each weekday from 7.30am to 6.30pm, for 51 weeks of the year. There are nine staff. Of these, one holds early years professional status, two are qualified at level 6, and three hold qualifications at level 3. The pre-school receives funding for the provision of free early education for children aged three and four years.

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reference number

This inspection was carried out by Ofsted 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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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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