Butterfly's Day Nursery Limited

Inspection of Butterfly's Day Nursery Limited Melbourne Street, Morley, Leeds, West Yorkshire LS27 8BG

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Overall effectiveness Good

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

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The provision is good

Children arrive full of excitement for the day ahead, eagerly coming into the nursery. Staff happily greet children with smiles and hugs. They ensure that they develop warm relationships with children and their families. On arrival, pre-school children collect their name card and answer the question of the day. Children are keen to seek out their friends or favourite activities. Staff provide an abundance of interesting and purposeful learning opportunities for children, who are motivated and enthusiastic to play and learn.

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The provision is good

Staff plan a good balance of child-initiated play and adult-led activities that is linked to themes and includes children's interests. Staff monitor children's progress and share this information with parents. Children enjoy regular circle times, where they enjoy stories and sing familiar songs and rhymes. Staff support children to develop their listening skills and confidence when talking in a group. Children, including those with special educational needs and/or disabilities (SEND), make good progress in their learning from their individual starting points.

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The provision is good

Staff model and support children's behaviour through effective teaching and guidance. Positive praise and enthusiastic 'high fives' encourage children to develop their resilience. Children learn how to share resources, take turns and respect other children's choices and space. Strong trusting relationships are clearly embedded between children and the staff. Children are supported to manage their feelings and regulate their behaviour.

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need to do better?

n The leadership team is experienced and knowledgeable. The manager observes staff's practice and provides constructive feedback. Regular supervisions help to identify staff's training needs. Also, experienced staff mentor less experienced team members. These factors have a positive impact on the quality of teaching, and staff offer children good-quality care and education. n Staff feel well supported in their roles and know their well-being is a priority. There is a designated well-being and mental health member of staff, and staff refer to themselves as family and support each other well. Consequently, staff morale is high, and they work well as a team. n A well-planned curriculum is provided for children. Staff provide many interesting and varied activities. For example, children craft different houses using shaving foam and paint as cement. They are thrilled with their achievements. Communication and language skills are promoted well. Babies' babble is

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need to do better?

acknowledged and valued. Most-able children happily interact and chat to visitors, sharing their thoughts and ideas. Older children enjoy making up and talking about their adventures. However, during spontaneous interactions in

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need to do better?

18 June 2024 particular, staff are not as effective at promoting children's early mathematical development. For example, they miss opportunities to encourage children to count and use mathematical language. n Staff gather valuable information from parents when children start. This supports staff to set accurate starting points and next steps in children's learning. Staff use regular observations and assessments to track children's progress. They quickly identify any gaps in children's knowledge and focus their planning to close these. n Staff are attentive to the individual needs of children with SEND. They have strong support from the skilled special educational needs coordinator. Staff demonstrate their delight and pride when children achieve a set goal. There is very close working with other professionals. Timely referrals are made so that children get the early and ongoing support they need. Children who speak

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need to do better?

English as an additional language make consistent progress in their communication skills. n Children benefit from well-organised and consistent routines. Staff serve children healthy options for snacks and main meals, which are freshly prepared on site. Older children confidently pour their drinks and use a knife and fork. Toddlers begin to show more confidence at using cutlery, and staff support babies to feed themselves from a young age. Additionally, children learn the importance of good personal hygiene. Daily access to a well-resourced, fun outdoor play area means children's learning continues to be promoted and they benefit from fresh air and exercise. n Parents speak highly about staff and the nursery. They appreciate the settling-in sessions that are tailored to individual family needs. They also praise staff for the good progress their children are making. Links with local schools are established. Teachers visit the nursery, and staff share valuable information

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need to do better?

about children. These effective partnerships help children to transition and supports them to settle as they move on to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n make the most of all opportunities to build on and extend children's knowledge and use of mathematical concepts in their play.

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Setting details

Unique reference number 319385 Local authority Leeds Inspection number 10309322 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 62 Number of children on roll 65 Name of registered person Butterfly's Day Nursery Limited

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reference number

Telephone number 0113 2189283 Date of previous inspection 9 August 2023

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Information about this early years setting

Butterfly's Day Nursery Limited registered in 1998. The nursery employs 12 members of childcare staff. Of whom, one holds a childcare qualification at level 6 and six hold qualifications at level 3. The nursery opens from Monday to Friday, all year round, except for bank holidays, one week at Christmas and two staff training days. Sessions are from 7.30am to 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the manager and has taken this into account in their evaluation of the provider. n The manager and the inspector completed a learning walk together. The manager explained how the curriculum is organised and the intentions for children's learning. n The inspector observed teaching practices, indoors and outdoors, and considered the impact these have on children's learning. n Children spoke to the inspector about what they enjoy doing while they are at the nursery. n The inspector held discussions with the manager and the staff and took account of feedback from parents. n The manager and the inspector carried out a joint observation of a group activity in the pre-school room. n The inspector sampled some of the setting's documentation, including evidence of staff's 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

18 June 2024 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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