Butterflies Montessori Nursery

Inspection of Butterflies Montessori Nursery Hayle Methodist Church, 6 Chapel Hill, Hayle, Cornwall TR27 4JU

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Staff focus on building positive and caring relationships with children and their families. They offer a warm and friendly welcome to children and parents at this nurturing nursery. They provide an in-depth settling-in period when children first start that is individual to each child's needs. Children quickly settle into the nursery and come in eager to see the staff and their friends.

p.2

The provision is good

There is an ambitious curriculum for children that focuses on developing children's confidence, communication skills and independence. Staff use regular observations and assessments of children to identify relevant next steps. Gaps in learning and development are identified swiftly and interventions put in place. All children make progress from their starting points. Children build the confidence to communicate their needs and share information about their lives. For instance, young children ask for help, and older children tell staff about what they have been doing with their families. They build skills of independence and self-care. For example, children choose their own snack and put their dishes into washing-up bowls. They also know to wash their hands after coming in from the outside and before eating, and they do this without adults having to remind them.

p.2

need to do better?

n There is an effective key-person system in place. Staff know the children well. They use daily discussions and half-termly meetings to discuss children's progress as a team. However, although staff know children well, they do not always use this information to provide individual support and challenge for some children. At times, these children are not fully engaged in purposeful activities that maximise progress. For example, these children sometimes wander unengaged and spend long periods observing and watching others. n Children develop a knowledge of words. Staff use books and other opportunities to introduce new vocabulary. For example, children learn the terms 'leaf beetle', 'habitats' and 'insects' while playing in the garden. They are keen to use these new words and tell other children and staff what they have learned. n Staff offer children some opportunities to develop their understanding of

p.2

need to do better?

respecting choices and valuing the opinions of others. For example, they ask children to vote for the song they would like to sing first and count the number of hands for the winner. However, staff do not fully support children to understand the impact of their behaviour on others or consistently reinforce the behaviours expected of them. For example, they do not always support children to resolve conflicts positively. Also, they do not always set clear boundaries and expectations for transition times, such as lining up to go inside from the garden and organised group times. Consequently, children are not always aware of how to behave. For instance, staff do not reinforce the rules of sitting well and

p.2

need to do better?

24 April 2025 listening during group activities. Some children do not join in these activities or lose focus, which does not fully support their learning and development. n Staff regularly share information with parents, outside agencies and other settings children attend. For instance, they meet with children's key persons from other nurseries and provide updates on what children have been learning and their progress. They chat with parents each day the children attend and provide activities to further develop children's learning at home. Children benefit from this sharing of information that supports their progress. n Staff support children's transitions to school. For example, they invite children's new teachers into the nursery to meet the children and discuss children's progress with the key person. Children develop skills and habits that prepare them for school. For instance, they build a love of counting and exploring

p.2

need to do better?

mathematical problems. They enjoy reading books with adults and retelling stories. n Leaders conduct regular observations of staff's practice and offer guidance to support continuous professional development. For example, they model activities to less confident staff and offer supportive feedback. However, staff's training is not always targeted to meet the individual needs of the children and update staff's knowledge of how to better meet these needs. As a result, although staff know what they want individual children to learn, this is not consistently delivered through their practice.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n ensure that all children receive appropriate challenge and support, so they are engaged in purposeful learning that meets their needs and interests n provide clear and consistent boundaries and support children to know and display the behaviours expected of them n provide staff with training that continuously develops their teaching so that children benefit from individual challenge and targeted support.

p.3

Setting details

Unique reference number 2725982 Local authority Cornwall Inspection number 10396792 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 24 Number of children on roll 52 Name of registered person Dann, Michele Diane

p.4

reference number

Telephone number 07544562587 Date of previous inspection Not applicable

p.4

Information about this early years setting

Butterflies Montessori Nursery registered in 2023 and is based in Hayle, Cornwall. The nursery opens term-time only, Monday to Thursday, from 8am to 3pm, and on Fridays, from 8am to midday. The nursery employs three members of childcare staff. Of whom, one holds an appropriate early years qualification at level 5, one at level 4 and one at level 3. The nursery offers government funded places for childcare and receives additional funding for disadvantaged children.

p.4

Information about this inspection

Inspectors Rebecca Martin Sarah-Louise Clements

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation of a large-group activity. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n The inspector spoke with the manager about the leadership and management of the setting.

p.5

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.

p.5

Inspection activities

24 April 2025 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6