Butterflies Nursery School

Butterflies Nursery School

Unique reference number (URN): 2823270 Address: Thursley Village Hall, Dye House Road, Thursley, Godalming, GU8 6QD Type: Childcare on non-domestic premises Registered with Ofsted: 19/02/2025 Registers: EYR Registered person: Butterflies Nursery School Ltd

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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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Achievement Strong standard

Children make secure and steady progress from their individual starting points. They show high levels of engagement, curiosity and confidence in learning. They express themselves, engage in conversation and use increasing vocabulary throughout their play that enhances their daily experiences. For example, children with limited expressive language, quickly learn how to join single words together. They develop the skills to use short sentences to communicate their needs and ideas. Older children enthusiastically share their thoughts and build relationships with their peers and staff. They build a narrative around an original idea, extending each other's learning and play.

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Achievement Strong standard

All children develop important life skills, including those with special educational needs and/or disabilities. Children develop resilience, a growing independence and social skills. They begin their academic journey and recognise and identify colours, numbers, letters and shapes. Children show very positive attitudes to learning. They demonstrate sustained attention during activities. They excitedly share what they know or have learned. These foundational skills ensure that children are very well prepared for their next stage of education and for life beyond the early years.

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Curriculum and teaching Strong standard

Leaders have a secure understanding of the quality of the curriculum and teaching. They use ongoing monitoring and reflection effectively to drive continuous improvement. The curriculum is highly ambitious, well sequenced and fully embedded among the entire staff team. There is clear sequencing to support children in preparing for their next stage in learning. Staff provide a broad range of intentional experiences that build on children's interests and what they already know and can do. Leaders have a clear focus on communication and language. This is securely embedded among the staff team. They consistently model ambitious vocabulary and engage in meaningful conversations that extend children's learning.

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Curriculum and teaching Strong standard

Staff skilfully incorporate mathematical language and problem-solving opportunities for children throughout their play and experiences. For example, during the minibeast hunt, children excitedly collaborate as they compare and find different bugs. They count the insect's legs together and have a go at drawing the beetle that they find. Staff identify misconceptions sensitively and support children to understand the correct answer. This extends their knowledge and understanding. Activities are adapted effectively so that all children, including those with special educational needs and/or disabilities or barriers to learning or wellbeing can fully access the same learning. Staff use assessment appropriately to identify children's next steps. They tailor teaching to ensure that children continue to make rapid progress.

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Inclusion Strong standard

Leaders have created a highly inclusive culture. Every child is valued and supported to make progress from their individual starting points. Staff work closely with families from the beginning to accurately identify children's needs, interests and next steps in learning. Leaders ensure that assessment information is used effectively to provide targeted support that reduces barriers to learning. For example, staff support children to build their confidence and social skills. They make thoughtful adaptations to ensure that children can still access the learning. Staff teach some children in smaller groups. After working in smaller groups, children gain the skills, confidence and knowledge they need to fully participate in the learning within the larger group. They make significant progress, share ideas and build relationships as they learn and build on each other's ideas.

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Inclusion Strong standard

Leaders use additional funding effectively to secure positive outcomes for children. It is directed towards specific training, resources and tailored support to meet children's specific developmental needs. These strategies ensure that disadvantaged children with barriers to learning or wellbeing make sustained progress and any gaps are rapidly reduced. For example, children who had no knowledge of colour names or identifying colours are now able to recognise and name a multitude of colours in the space of a month. Leaders regularly review children's progress and work collaboratively with families and external professionals to ensure that support remains responsive and highly effective. All staff are warm, respectful, responsive and genuinely interested in children's individual interests, needs and wellbeing, which help children feel safe, included and eager to learn.

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Leadership and governance Strong standard

Leaders show a secure understanding of the setting's strengths and areas for development. They use effective self-evaluation and support from external partners to drive continuous improvement. They are extremely reflective and clearly identify areas that need further improvement. For example, leaders recognise that daily routines need strengthening. They are proactive and have a clear action plan in place. They understand the importance of having consistently embedded strategies among all staff members. They understand that this will provide children with an equal experience.

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Leadership and governance Strong standard

Leaders and staff place children's best interests at the centre of every decision. They are committed to ensuring that all children, including those with special educational needs and/or disabilities, or who have barriers to learning or wellbeing, receive the support that they need to thrive. Leaders are continuously developing practices to improve outcomes for children.

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Leadership and governance Strong standard

Leaders use additional funding to improve children's experiences and reduce barriers to learning. They carefully consider how to best meet individual needs. They rigorously review staffing arrangements, resources or other targeted support. Leaders work collaboratively with families and external professionals. This ensures that all children receive highly effective support as soon as possible.

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Leadership and governance Strong standard

Leaders recognise the importance of staff's wellbeing. They take proactive steps to manage the workload for all staff. They maintain a supportive, working environment. There is an open, reflective and nurturing culture among the entire team. Leaders ensure that they offer

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Expected standard

staff regular professional development opportunities. Staff benefit from purposeful training that is responsive to children's needs. Leaders ensure that staff reflect upon these opportunities. Staff share their learning to strengthen knowledge and skills across the entire team.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive and welcoming environment. Behavioural expectations are typically understood by staff, children and their families. Children form warm and trusting relationships with staff. This helps them to feel safe, secure and confident within the setting. Staff provide children with regular reminders of the setting's expectations and boundaries. They offer reassurance to help children manage their feelings. They teach children appropriate ways to express their emotions and behaviours. Leaders have recently enrolled in an emotional literacy programme. This is already having a positive impact. Children are gaining a developing ability to identify, understand and manage their emotions.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to develop positive social skills. They learn to take turns, share resources and work collaboratively together during activities. Children show kindness towards each other. They take pride in their own achievements and are equally proud of their peers. They frequently praise each other's work and celebrate shared successes. Leaders promote the importance of regular attendance and punctuality. They help children to access the learning of the whole curriculum and daily routines.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have identified areas of practice that are not yet fully embedded. Children are typically supported appropriately throughout the day. However, there are some routines, particularly during times of transition, that are not yet consistently embedded to maximise opportunities or fully promote the wellbeing of every child. Leaders have clear plans in place to strengthen and embed well-structured routines across all aspects of the day to further enhance outcomes for all children.

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Children's welfare and wellbeing Expected standard

Leaders ensure that children's welfare and wellbeing are prioritised effectively. Staff are caring, nurturing and responsive. Children seek reassurance, comfort and support confidently when needed. Staff are extremely responsive in supporting children's needs. They build secure relationships with their families. This ensures that staff quickly recognise any change in circumstances. These well-established relationships help children to feel emotionally secure and valued.

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Children's welfare and wellbeing Expected standard

Children understand that staff know them extremely well. For example, staff regularly refer to children's own experiences, such as their home life. This supports children to build secure attachments and trusting relationships with staff through these high-quality interactions.

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Children's welfare and wellbeing Expected standard

Staff skilfully teach children about healthy lifestyles, personal care and emotional wellbeing. For example, children take part in oral hygiene activities. They discuss foods they've eaten and practise brushing techniques. When children exercise, staff encourage them to put their hands on their hearts. They discuss how fast their hearts are beating and why. Leaders and staff carefully consider individual care practices. They adapt these routines based on children's individual stages of learning and development.

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Children's welfare and wellbeing Expected standard

Staff support children to recognise and manage their emotions effectively. When needed, staff provide children with a sensory box. They use this to help regulate their emotions. Staff use these resources to support children with special educational needs and/or disabilities (SEND). Some children with SEND are now able to seek out and use this resource to regulate their emotions. This support has made a positive and sustained difference for them.

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Children's welfare and wellbeing Expected standard

Leaders recognise that some aspects of daily practice need improvement. They identify that some routines do not meet children's needs as effectively as possible. For example, children can spend extended periods of time waiting, particularly during transitions. This can affect their engagement in activities or occasionally cause some upset, such as waiting for a meal. Leaders are taking steps to review and strengthen their routines so that all children's needs are swiftly met by every staff member.

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

Children are happy, settled and secure within this warm and welcoming environment. They develop strong relationships with staff. Children feel safe and valued as staff respond sensitively to their individual needs. This gives them space to confidently grow and develop their knowledge and skills. Leaders and staff welcome families into the setting and value their contributions. Parents speak positively about the progress children make, particularly in communication and language. They feel involved in their children's learning and development journeys.

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

Children enjoy a broad curriculum. They access engaging experiences that promote curiosity, independence and a love for learning. They enthusiastically explore the environment, collaborate with their friends and take pride in their achievements. For example, children work together during circle time to share words that begin with the letter 'm'. They celebrate each other's successes and offer praise to their peers. They learn to take turns and cooperate well together. Staff adapt experiences successfully so that all children can meaningfully take part in all activities alongside their peers.

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

Children's wellbeing is prioritised effectively. Leaders and staff support them to understand healthy lifestyles, personal care and emotional wellbeing. This is skilfully woven throughout daily experiences, routines and multi-agency working. Leaders and staff support children to

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Address:

Thursley Village Hall Dye House Road Thursley Godalming GU8 6QD understand behaviour expectations, which are generally embedded. However, leaders recognise that some routines, particularly around mealtimes and transitions, need further refinement.

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Address:

Children make steady progress from their starting points. They are very well prepared for the next stage of learning, including school. Children develop increasing confidence in expressing their thoughts, ideas and needs. They show positive attitudes to learning, sustained concentration and engage purposefully in activities.

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Address:

Children are well cared for and benefit from an inclusive environment where their individual needs are recognised and supported.

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Next steps

Leaders should ensure that routines during transitions and mealtimes are implemented consistently, so children remain engaged and supported throughout the day.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, the designated safeguarding lead, children 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Butterflies Nursery School Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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

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