Butterflies Pre-School Didcot

Inspection of Butterflies Pre-School Didcot Stephen Freeman School, Didcot OX11 7BZ

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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 Good

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The provision is good

Leaders put children's interests first. They ensure a safe, welcoming and stimulating learning environment for all children. Leaders and staff get to know children and their families really well. They are aware of any specific needs children may have, or challenges they may face. They put in place any extra support children may need to achieve well or feel safe. As a result, the pre-school is full of children who are happy, confident and learning. Under the clear and consistent guidance of kind and patient staff, children learn to manage their emotions and be polite and helpful.

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The provision is good

Leaders plan a curriculum that is ambitious, and based on the needs of the children who attend. They carefully consider what children most need to learn next, and any gaps children may have in their knowledge or experiences. For example, alongside focusing on children's social, language and physical development, staff plan a wide range of experiences that introduce children to lots of people from the local community who are there to help them. For example, children get to meet dental nurses and librarians. Through these experiences children learn about the opportunities available to them to stay healthy and develop new interests.

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need to do better?

n Leaders are equally ambitious for all children. The way they use additional funding to meet children's individual needs is exemplary. For example, funding is used to provide extra sessions, support toilet training and ensure children with complex needs can join in safely with all that is on offer. Staff ensure this funding is used as intended; that is, to significantly enhance these children's learning and progress. n Staff understand just how important language development is to children's overall learning. They help children who speak English as an additional language learn the words and phrases they need to make their needs known. Staff regularly assess children's language development and put in place highly effective, targeted support when needed. This approach is very successful in helping close gaps in learning. Children rapidly catch up with their peers. n Staff plan extremely well to ensure children gain a love of books, which

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need to do better?

enhances their early literacy skills. Each day, staff encourage children to look at books independently. They remain close by, ready to show children how to handle them carefully. Group story times are delivered exceptionally well. Staff read clearly to children and plan carefully to enable children to listen regularly to the same stories. Through this approach children learn how stories are structured. They join in with repeated refrains and anticipate what is going to happen next. n Staff are full of praise for leaders. They appreciate their support, guidance and

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need to do better?

1 May 2025 the sheer hard work they put into making the pre-school what it is. Staff recognise the impact that staffing challenges have on leaders and appreciate how they focus on minimising the impact on children and other staff. However, challenges have meant that leaders have less time than they really need to observe staff and support them to improve further on their teaching skills. Some staff remain more confident in some aspects of their roles than others. For example, when outside, although staff keep children safe, they are not consistent in interacting in ways that ensure children are learning as well as having fun. n Staff foster children's natural curiosity. They encourage children to persevere and keep trying, such as when they are counting or trying to complete puzzles. Staff offer the encouragement and help children need to succeed, feel good about themselves and be confident to keep trying to gain new skills.

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need to do better?

n Leaders recognise the increasing role that technology plays in children's lives. If using technology with children they supervise them closely to keep them safe. However, when planning experiences to help children learn about their own personal safety they focus on other aspects , such as road safety. Staff have not considered how to ensure children also learn the skills they need to stay safe online, to best prepare them for the world in which they live. n Staff are extremely successful at engaging parents in their children's learning and time at nursery. Parents have lots of opportunities to take part in activities with staff and children and through these find out about their children's learning. Resources are sent home to help parents foster a love of books with their children.

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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 monitor staff practice more closely, so support for staff can more precisely target any inconsistencies in the quality of teaching, to further enhance existing teaching skills n help children gain an early understanding of online safety, to develop their understanding of their own personal safety.

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Setting details

Unique reference number EY544086 Local authority Oxfordshire Inspection number 10380436 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 28 Number of children on roll 40 Name of registered person Butterflies Pre-School Didcot CIO

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reference number

Telephone number 01235 812772 Date of previous inspection 10 June 2019

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Information about this early years setting

Butterflies Pre-school re-registered in 2017. It is situated in Didcot, Oxfordshire and operates from 8.45am to 3.15pm, Monday to Friday, term time only. There are nine members of staff. Of these, four hold relevant qualifications at level 2 or level 3. The provider offers funded early education to children aged two, three and fours years.

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Inspection activities

n The inspector and the manager completed a learning walk together and discussed the early years curriculum. n The manager and the inspector carried out a joint observation. n The inspector held meetings with the manager to find out about the leadership and management of the setting. n Parents, children and staff shared their views and the inspector took these into account. n The inspector looked at a sample of key documentation.

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Inspection activities

1 May 2025 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

1 May 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.

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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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