The Butterfly Patch

Inspection of The Butterfly Patch St John's Church Hall, Copse Road, COBHAM, Surrey KT11 2TW

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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 Outstanding

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The provision is good

Children have strong relationships with staff and feel safe and secure at the nursery. Babies in particular receive a strong start to their early education. Staff in the baby room have high ambitions for their development and provide a nurturing and supportive environment that respects and values children's rights and wishes. For instance, staff seek permission before lifting children and count with them before putting them down. This helps very young babies understand what is happening next and, as such, they settle down quickly into the next activity.

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The provision is good

There is a broad, continuous provision of resources available for children to explore. For example, they enjoy digging in the sand or playing in the role-play kitchen, using open-ended resources to develop their imaginative play. Children are keen to learn and are beginning to understand how to share and take turns. There are rules in place, such as 'listening ears' and 'walking feet', which, in general, staff remind them of when they forget what is expected of them.

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The provision is good

All children are taught to develop a love for books, stories and rhymes. Staff share books throughout the day, both indoors and outside, often in dual languages. Very young babies can recognise pictures in their favourite books and try hard to pronounce complex words such as 'triceratops'. Older children enjoy learning about food from around the world, such as prawns in paella from Spain. They recall holidays that they have taken with their families where they also speak Spanish. This helps children to make links in their learning and understand that books are also sources of information as well as fiction. This strong focus on supporting children's communication and language skills helps support their good progress in all areas of learning.

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need to do better?

n There are plans in place to strengthen the curriculum particularly for pre-school children. However, at present, staff are not always clear about the best way to teach different skills to children. Some staff struggle to identify what skills are best taught through more structured activities and which can be best supported as children play independently. In addition, the new curriculum as not yet been established and shared with staff and parents. Therefore, its impact on children cannot be assessed until it is fully embedded. n Staff promote children's communication and language well. They get down to the children's level and interact with them warmly. They ask questions and hold sensitive discussions that support their personal, social and emotional well- being. For example, children who are worried about their move to school are reassured about all the things to look forward to and have their worries

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need to do better?

acknowledged. They are given strategies of how they might manage these. This

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need to do better?

12 August 2025 helps support children's transitions, promotes their resilience to managing change and provides them with the language they need to understand and express their feelings and emotions. n Staff support and encourage all children to be independent. For example, older children pour their own drinks, serve their own food and scrape their plates. Very young babies are able to feed themselves. Children are learning to be self- sufficient in their self-care. This supports them well for their next stage in learning. n Staff are positive role models. They are kind and treat children with respect. For instance, they find their comforters before putting children down to sleep and seek permission before changing their nappies. Using visual prompts for children who have additional needs or speak dual languages to help understand what is being asked of them. This contributes to children's positive behaviours, and they

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need to do better?

develop a sense of security. n The provider has arrangements in place to work in partnership with multi-agency professionals and parents. These support staff to implement strategies to support children with special educational needs and/or disabilities (SEND). Children with SEND are supported to fully access the curriculum and make progress to close gaps in their learning. n Partnerships with parents are a strength. The provider and the staff make all families and children feel valued and respected. Parents share examples of the good progress that their children make, particularly with regards to their communication and language, and personal, social and emotional development. Parents say that their children's confidence levels have 'sky-rocketed' since attending the setting. They are able to confirm the provider's robust security arrangements for the collection arrangements for children and the procedures

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need to do better?

for recording and reporting of accidents and illness, demonstrating how well parents are kept informed about their children's care.

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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 strengthen the curriculum and support provided for staff to understand how to implement it consistently and effectively.

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Setting details

Unique reference number EY552206 Local authority Surrey Inspection number 10399876 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 36 Number of children on roll 56 Name of registered person Childrens Day Care Company Limited

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reference number

Telephone number 03300438272 Date of previous inspection 18 December 2019

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Information about this early years setting

The Butterfly Patch registered in 2017 and operates from St John's Church Hall in Cobham, Surrey. The nursery employs 10 members of childcare staff. Of whom, one staff member is qualified to degree level. Three other staff hold relevant childcare qualifications at level 2 and above. The nursery opens from Monday to Friday, for 51 weeks of the year. Sessions are from 7.30am until 6.30pm. The nursery provides funded early education for children from birth to four years.

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Inspection activities

n Leaders joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The manager and the inspector carried out a joint observation of snack time. n The inspector discussed the intent of the activities on offer and observed staff's interactions during activities, indoors and outdoors, and assessed the impact this had on children's learning. n Parents shared their views of the setting with the inspector. n The inspector talked to staff at appropriate times during the inspection, including about how they support children with SEND. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting. n The inspector spoke with the nominated person responsible for the organisation about the leadership and management arrangements in place to support the setting.

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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

12 August 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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