Butterfly Day Nursery

Inspection of Butterfly Day Nursery Butterfly Day Nursery, 767 Chester Road, Birmingham, West Midlands B24 0BY

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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The provision is inadequate

Children's safety is not assured. The premises are not secure enough to prevent unauthorised persons entering. Leaders do not recognise hazards in the environment, such as radiators that are too hot and a washing line in the outdoor playground next to where children play. The required staff-to-child ratios are not always maintained. Staff do not ensure that children's attendance is accurately recorded. This further compromises children's safety and welfare.

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The provision is inadequate

Children are not provided with activities and experiences that match their learning needs and interests. Staff have a weak knowledge and understanding of how to meet the individual needs of children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language (EAL). Consequently, children do not make the progress they are capable of or develop a positive attitude towards learning.

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The provision is inadequate

Children are not supported to learn about good health and hygiene. For example, staff do not ensure that children wash their hands before snacks and meals. However, children enjoy the healthy snacks and meals, which are freshly prepared on site.

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need to do better?

n There are considerable weaknesses in leadership and management that impact negatively on children's experiences within this nursery. Leaders do not ensure there is a named deputy in place who is capable and qualified to take charge in the manager's absence. Staff do not receive the support and training they need to fulfil their roles and responsibilities. Staff-to-child ratios are not maintained as required. Leaders do not ensure that all staff have a suitable knowledge of safeguarding or an understanding of the risk assessment process. Consequently, children's safety is not assured. n Children's learning and development are significantly compromised. The curriculum lacks focus, purpose and ambition. It does not take account of children's learning needs and interests. Leaders do not monitor staff performance effectively. They fail to identify gaps in staff's knowledge and teaching practice. Leaders do not monitor children's progress, and therefore

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need to do better?

they do not identify gaps in children's learning. Consequently, plans are not in place to help children to catch up with their peers. n Staff are not ambitious in their expectations about what children can achieve. In the pre-school room, staff provide some activities that children enjoy. However, as children play, staff do not extend their learning beyond what children already know and can do. For example, when children sing parts of a rhyme, staff say, 'well done', but do not join in to help them to learn more of the rhyme. Some

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need to do better?

24 January 2023 children are adept at building structures with magnetic shapes. Staff give them praise for their achievements, but they do not extend their learning to introduce mathematical concepts, such as shapes. n Staff do not manage children's behaviour in an appropriate way. In the room for two-year-old children, story time takes place as children wait at the table for their lunch. Children become bored and disinterested, displaying unwanted behaviour, such as hitting each other. The story is further disrupted, as staff move children from table to table to try to manage the behaviour. This results in children who then become upset. This does not help children to develop a positive attitude towards their learning. n Leaders have failed to ensure that children with SEND and those who speak EAL receive the support they need. As a result, these children do not receive timely intervention and targeted support to help them to make good progress from

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need to do better?

their starting points. Furthermore, when children with SEND demonstrate unwanted behaviour, students are placed to follow them around and prevent them from interacting with their peers. n Leaders deploy a high level of students, apprentices, cover staff and agency workers. None of these staff are aware of what the children need to learn next. Additionally, due to staffing issues within the nursery, staff move from room to room. This means that children do not spend time with their key person. In the absence of key persons, staff are unaware of children's individual learning needs. In addition, this does not support children's emotional well-being. For example, some children find it hard to settle and form bonds with other children and adults and so spend long periods of time watching others, with little interaction. n Staff in the baby room encourage children's communication skills well. They sing songs and provide narration as they interact with babies. Babies are provided

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need to do better?

with a range of opportunities to promote their curiosity and investigative skills. They discover that they can see their reflection in mirrors and can make various sounds as they bang a metal bowl. n Some parents say their children do not make good progress, and others comment that their children have regressed in their learning and development. However, parents report that the staff are friendly.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Not all staff have a suitable knowledge and understanding of the signs and symptoms of abuse and neglect and where to refer any concerns they may have about a child in their care. This compromises children's safety. On the day of the inspection, the inspector was able to access the building without any checks being made. Furthermore, risk assessments are not implemented effectively to ensure the safety of the premises. This puts children at risk of harm. However, there are robust recruitment procedures in place to help to ensure that staff are suitable to work with children. Leaders ensure there is at least one person who has a current paediatric first-aid certificate on the premises and available at all times when

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Safeguarding

24 January 2023 children are present. Fire exits are free of obstruction.

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Due date

take all reasonable steps to prevent unauthorised persons entering the premises 03/02/2023

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Due date

ensure that risk assessment is used effectively to identify and remove all potential hazards to children 03/02/2023

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Due date

ensure that the deployment of staff is effective at all times in order to meet every child's needs and keep them safe, including making sure that the minimum staff-to-child ratios are maintained 03/02/2023

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Due date

ensure a daily record of the names of the children being cared for on the premises, their hours of attendance and the names of each child's key person is accurately maintained 03/02/2023

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Due date

ensure that children with SEND are provided with tailored care that supports their emotional well-being, learning and development 03/02/2023

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Due date

implement effective hygiene practices to prevent the spread of infection 03/02/2023

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Due date

ensure there is a named deputy, who is capable and qualified to take charge in the manager's absence 03/02/2023

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Due date

provide support, training and supervision for the manager and all staff, to ensure that they have appropriate knowledge, skills and understanding to fulfil their roles and responsibilities 03/02/2023

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Due date

24 January 2023 ensure that all staff receive safeguarding training so that they understand how to identify and respond to any child protection concerns they may have about a child in their care 03/02/2023

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Due date

deploy staff appropriately to ensure children are provided with effective learning experiences and interactions 03/02/2023

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Due date

implement an effective key-person system to ensure that children's individual needs are met at all times 03/02/2023

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Due date

support staff to ensure they manage children's behaviour in an appropriate way. 03/02/2023

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Due date

support staff to provide every child with challenging and enjoyable activities that match their learning, interests and individual stage of development 03/02/2023

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Due date

devise and implement a broad, well- sequenced educational programme that builds on what children already know and can do and supports them to make the progress they are capable of 03/02/2023

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Due date

ensure staff consistently provide activities that are interesting, ambitious and stimulating so that children engage in purposeful play and are able to become motivated learners. 03/02/2023

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Setting details

Unique reference number EY498337 Local authority Birmingham Inspection number 10275231 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 52 Number of children on roll 40 Name of registered person Butterfly Day Nursery (West Midlands) Ltd

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reference number

Telephone number 01213730897 Date of previous inspection 14 March 2018

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Information about this early years setting

Butterfly Day Nursery registered in 2016. The nursery employs eight members of childcare staff. Of these, six staff hold early years qualifications at level 3. The nursery opens from Monday to Friday, all year round. Sessions are from 7am until 6pm. The nursery provides funded early education for two-, three- and four-year- old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with staff and has taken that into account in their evaluation of the provider. n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The manager, deputy and nominated individual were not available on the day of the inspection to carry out a learning walk, to enable the inspector to gather information about how the provision and curriculum are organised. Discussions took place with a member of the staff team. n A member of the staff team carried out a joint observation with the inspector, to evaluate the impact of teaching on children's learning. n The inspector observed the quality of teaching, to assess the impact of this on children's learning. n Parents spoke to the inspector and gave their views of the nursery.

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Inspection activities

n The inspector held a meeting with the finance officer and a member of staff and looked at relevant documentation and evidence of staff suitability.

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Inspection activities

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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Inspection activities

24 January 2023 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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