Flutterbies Childcare LLP

Flutterbies Childcare LLP

Unique reference number (URN): EY477932 Address: Benwick Children's Centre, High Street, Benwick, Cambs, PE15 0XA Type: Childcare on non-domestic premises Registered with Ofsted: 17/07/2014 Registers: EYR, CCR, VCR Registered person: Flutterbies Childcare LLP

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

Inclusion is a strength of the setting. Staff attend regular training to ensure they have a secure knowledge of child development and can quickly identify when children need additional support. They work closely with parents to ensure consistency between home and the setting, sharing strategies and reviewing progress regularly. Children with special educational needs and/or disabilities benefit from tailored support that meets their individual needs, enabling them to make rapid progress.

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Inclusion Strong standard

Leaders use additional funding effectively, such as adapting the outdoor environment with a small bridge to ensure children with physical disabilities can access learning outside. Staff attend training to develop their communication skills. They teach children Makaton signs, which promotes communication, empathy and respect across the setting. Staff advocate strongly for children and families. They actively reach out and engage with other organisations and professionals, sharing information in a timely way to ensure optimum support is provided for children and families. Staff provide thoughtful care to children who are looked after, and their carers, to help them manage changes in their lives. Staff's focus on inclusion helps to ensure that all children feel valued and can participate fully. This helps to prepare all children for the next stage in their education.

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Achievement Expected standard

Children make steady progress across all areas of learning, particularly in communication and language. Babies enjoy songs and stories, and staff help them build their vocabulary through repetition. Pre-school children independently retell familiar stories with enthusiasm, using props to support their play. Staff work closely with parents to support emotional development, helping children to manage their feelings and build resilience. Children from disadvantaged backgrounds benefit from targeted support, growing in confidence and developing social skills.

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Achievement Expected standard

Staff recognise that forest school sessions have already had a positive impact, with children showing increased independence, resilience and understanding of the natural world. Children with special educational needs and/or disabilities make rapid progress due to tailored interventions and inclusive practice. Staff help children develop the skills they need for school, including self-care, communication and confidence in group activities.

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Behaviour, attitudes and establishing routines Expected standard

Babies settle quickly to play when they arrive. Parents support children to hang their own coats up and put their lunch boxes away, and children know this routine well. They grow in independence as they brush their own teeth after mealtimes and manage their own self- care. Staff use group times to help children remember the ground rules of the setting, and babies enthusiastically join in with group singing activities. At lunchtime, staff engage with groups of children while they wait to eat. This gives staff time to interact and play with individual and small groups of children, building close relationships and teaching children patience.

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Behaviour, attitudes and establishing routines Expected standard

Children are kind, helpful and play collaboratively. When children are occasionally upset, staff manage this positively, encouraging them to discuss how they are feeling. Children are motivated and enthusiastic and eagerly approach staff to play games. Staff support children to develop relationships with each other. They plan and implement turn-taking games and teach children the rules they need to follow. Children with special educational needs and/or disabilities are supported to manage changes in routines calmly, and staff monitor the effectiveness of these changes to make sure they meet the needs of all children.

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Children's welfare and wellbeing Expected standard

Staff work closely with parents to meet children's individual care needs, and they share information with parents about healthy eating. Parents provide children's snacks and meals, and staff supplement this with fruit and vegetables at indoor snack time. Mealtimes are social occasions, and babies and toddlers join the pre-school children, enjoying being with older children and staff. However, snack time in the forest school sessions is not used consistently as a social occasion, and staff do not encourage all children to make healthy choices. This means that children miss out on practising and refining their social skills in different contexts and do not always learn the benefits of making healthy choices.

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Children's welfare and wellbeing Expected standard

Staff carry out risk assessments to ensure that children are kept safe and secure in the setting. They remind children of the rules of the setting, such as using their walking feet inside. During outside play, staff teach children to risk assess when they are building with large construction resources. Staff manage transitions into and across the setting in partnership with parents and following an individualised approach. Children form close relationships with their key persons, which helps them settle quickly and enjoy their time in the setting.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that prioritises children's wellbeing, communication and early learning skills. During the first half term, staff prioritise teaching children the expected routines and boundaries, which helps children to feel secure. Staff also focus on supporting children's communication development. They quickly identify gaps in children's learning and provide targeted support, adapting activities to ensure that children with special educational needs and/or disabilities can participate in group learning activities. Staff use group times effectively to build children's listening skills and early phonic awareness, for example through guessing games based on initial sounds.

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Curriculum and teaching Expected standard

Staff plan meaningful activities to help children learn about their local community, such as making and delivering Christmas cards to residents. Outdoor play is purposeful, as staff promote children's physical skills through construction and simple throwing games. Staff use these opportunities to teach children how to count and measure items, embedding mathematical learning effectively. Leaders support staff to develop their teaching skills so that children receive consistently good learning opportunities. Staff have recently introduced forest school sessions that enrich the curriculum, and they provide opportunities that help children to build their resilience, independence and risk assessment. Overall, staff provide a broad and balanced curriculum that is responsive to children's needs, ensuring they are well prepared for the next stage of education.

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Leadership and governance Expected standard

Leaders reflect on the effectiveness of their provision and take action to drive continuous improvement. For example, they reviewed how effectively the environment was used by children and subsequently made changes to ensure that the most effective resources were consistently available to support learning. Leaders are passionate about caring for children's individual needs and work closely with staff to help them identify and support children with special educational needs and/or disabilities (SEND). Leaders actively reach out to work in partnership with parents and other professionals to support children with SEND.

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Leadership and governance Expected standard

Leaders have learned a lot about supporting apprentices in their setting and are continuing to improve this aspect of their provision. This enables apprentices to develop the skills and knowledge they need to promote children's achievement. Staff are leading the forest school access specialist training to strengthen this aspect of provision, supporting children to become confident and resilient learners. Staff say they feel very well supported in the setting and comment on how they feel valued and respected. Leaders ensure that all members of staff receive training and support regardless of their position in the setting.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Staff work closely with parents to ensure that children settle quickly and feel secure. Staff build warm and responsive relationships with children from the outset, which helps children to develop confidence and a sense of belonging. Children thoroughly enjoy their time in the setting, eagerly joining with staff to play games and interact. Staff promote children's attendance, working in partnership with parents to ensure that children's individual needs are met. Parents comment positively on the progress their children make, particularly with their speech and emotional development, and they value the consistent support that staff provide.

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Inspector:

Tracy Joyce Staff have established routines that help build children's independence. On arrival, children hang up their own coats and store their lunch boxes, demonstrating pride in managing their belongings. Staff teach children self-care skills, such as brushing their teeth after meals, which children enjoy and carry out with growing competence. These routines help children feel safe, confident and capable as they understand what is going to happen next and what the expectations of the staff are.

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Inspector:

Children benefit from a broad range of experiences. Staff have recently implemented forest school sessions, which provide opportunities for older children to explore the natural environment, build resilience and make decisions about their own safety. Staff listen carefully to children's views, encouraging them to express their opinions and take responsibility.

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Inspector:

Inclusion is a strong feature of the setting. Staff teach all children Makaton signs, which enables them to communicate with peers and staff. Children with special educational needs and/or disabilities make rapid progress because staff quickly identify gaps in learning and provide tailored support. Staff adapt their approaches to ensure that every child can achieve, preparing them well for the next stage of education.

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Next steps

Leaders should use snack time in the forest school sessions as an opportunity to promote children's good manners and social skills and to help children to make healthy choices.

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About this inspection

The inspector spoke with the manager, special educational needs coordinator, designated safeguarding lead, practitioners and parents during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Benwick Children's Centre High Street Benwick Cambs PE15 0XA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Flutterbies Childcare LLP

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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