Butterfly Nursery School

Butterfly Nursery School

Unique reference number (URN): EY464272 Address: Horne Village School, Church Road, Horne, Surrey, RH6 9LA Type: Childcare on non-domestic premises Registered with Ofsted: 04/06/2013 Registers: EYR, CCR Registered person: Collyer, Angela

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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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Behaviour, attitudes and establishing routines Strong standard

Children interact kindly with each other and demonstrate positive behaviours. They take turns and learn to share toys and resources. Staff are respectful and gentle, and this has a positive impact on how children behave towards each other and the environment. There are highly effective routines in place, which help children to understand boundaries and what is expected of them. This approach means that children know what is about to happen next and they can move with ease between activities and daily routines. Staff teach children to take responsibility and understand the consequences of how their actions impact others. Consequently, children are respectful and helpful.

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Behaviour, attitudes and establishing routines Strong standard

Children have excellent attitudes to their own learning, including those who face barriers to their learning. They show independence, confidence and a willingness to try new activities and experiences. This strongly helps to prepare children to be curious learners and be ready for the next stage in their education, such as going to school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders ensure that parents understand the importance of regular attendance. They work alongside parents to suggest ways to remove barriers to regular and timely attendance. As a result, children attend regularly and on time.

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Inclusion Strong standard

Leaders ensure that all children, including those who face barriers to their learning, are included and feel they belong. Staff know children very well and identify any barriers to learning and participation. They skilfully adapt support so that the children can engage alongside their friends.

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Inclusion Strong standard

Leaders assess and provide targeted support that helps children remain motivated and access learning. Staff use clear language, repetition and key words to support understanding and communication. These approaches help children to build confidence, join in activities and to follow routines.

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Inclusion Strong standard

Children who may feel overwhelmed can access quieter areas, and staff provide support to help children to regulate their emotions. This helps children to return to play and learning when they are ready. Staff respond very sensitively to children's individual needs.

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Inclusion Strong standard

Leaders work in partnership with external agencies in order to effectively support those children who need it most. They ensure that information is regularly shared with parents and staff to ensure that there is a consistent approach to children's development. Leaders have a very clear understanding of how children's unique needs are identified and supported. This successfully ensures that all children, particularly those who face barriers to their learning, make sustained progress from their starting points. Leaders have a secure understanding of how any additional funding will be used to provide targeted support and improve children's outcomes.

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Achievement Expected standard

Children gain skills for their future and make steady progress. Children who face barriers to their learning and/or have special educational needs and/or disabilities make significant progress from their starting points. Children are motivated and curious in their play and keen to take part in the activities that staff have planned for them. For example, children collect water in containers to make 'pies'. They enjoy making shapes and talking about the colours as a result of mixing paints. Children's independence during activities and routines successfully helps to prepare them for future learning and life. For example, children independently get themselves ready before going outside. They pour their own drinks and manage small tasks, such as helping to tidy away the toys. Children develop confidence during routines. Staff praise them for being helpful and kind, which helps children to feel good about their own achievements.

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Children's welfare and wellbeing Expected standard

Staff develop close and purposeful bonds with children. They work hard to help children feel settled and develop a positive sense of belonging. Children's emotional health is well supported. They are learning how to recognise and regulate their own feelings.

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Children's welfare and wellbeing Expected standard

Staff are respectful at all times and provide children with privacy to protect children's dignity when helping with personal care, such as nappy changing. This effectively helps children to have a positive self-image.

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Children's welfare and wellbeing Expected standard

Staff have received training to ensure that children are always supervised when eating. They fully understand how important it is to provide the correct and safe environment for children who are sleeping. Staff understand and implement safe practices consistently, including the process for managing children's dietary requirements and medical needs.

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Children's welfare and wellbeing Expected standard

Children have opportunities for outdoor play and physical development. Staff typically help children to understand what it is to be healthy, having discussions about the foods that are good for their bodies. Leaders have begun to implement more nutritional meals at the setting so that children can begin to fully benefit from healthy choices. However, this has yet to be fully embedded.

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Curriculum and teaching Expected standard

Staff use observation and assessment to establish children's existing knowledge and what children need to be learning next. They have a secure understanding of each child's individual learning needs. The curriculum is focused on building children's skills over time across all areas of learning. Typically, staff understand what children need to learn and consequently adapt their teaching to suit each child's unique way of learning. However, there are times when staff do not consistently extend children's learning and play. This means that staff do not provide consistently high levels of challenge, which sometimes impacts the progress children make. Leaders and staff plan the teaching in order to cover all areas of the curriculum. They have a particular focus on providing support for those children who face barriers to their learning. This helps close the gaps in children's experiences and progress. Staff plan activities to

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Curriculum and teaching Expected standard

support children's physical development. Children have access to a large outdoor space where they can run around and negotiate obstacles. Children learn how to care for plants and delight in watering them and identifying a range of insects. Staff read books to children throughout the day. They encourage children to sing rhymes, which effectively supports children's literacy and language skills. Staff ensure that they weave in mathematical learning, for example when they are identifying quantities and sizes and counting.

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Leadership and governance Expected standard

Leaders are reflective and are working hard to make positive changes in the setting. They are continuing to develop the environments to ensure that children remain motivated in their learning. Staff feel that changes have had a positive impact and comment that leaders are hands-on and support them to fulfil their role.

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Leadership and governance Expected standard

Typically, staff have some access to further development, which helps staff to gain the knowledge and skills to effectively enhance children's learning. However, leaders do not consistently identify where staff need to further develop their skills, which impacts on the quality of teaching. Despite this, staff demonstrate that they are inspired by leaders' new ideas and are committed to enhancing their current skills.

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Leadership and governance Expected standard

Leaders work with parents and provide ongoing support and communication, particularly for those parents who have children with special educational needs and/or disabilities. They forge links with other settings that children may attend and liaise with teachers to help support a highly successful transition later in the year. Staff help children to develop an understanding of the lives of others in the local community. They invite parents in to talk to children about themselves and their jobs.

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

Children settle quickly into the warm and welcoming environment. They attend regularly because parents are aware of the importance of regular and timely attendance. Children benefit from a curriculum that is broad and balanced and supports children's curiosity. For example, children explore and care for plants in the garden. They are encouraged to rub the herbs and describe the smell. Children with special educational needs and/or disabilities make rapid progress from their starting points. Staff ensure that the curriculum is adapted so that all children can access experiences that they may not have previously benefited from.

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

Children build strong bonds with staff. They demonstrate that they feel confident and safe and are able to express their needs. Staff respond warmly to the children and provide a caring response to their needs. They give children plenty of time to respond during discussions. This gives children the opportunity to voice their opinions and feel valued and listened to. Children develop friendships with other children and learn how to cooperate with others. They are kind and thoughtful and eagerly call their friends over to play.

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

Children successfully develop their self-care and independence through everyday routines, such as handwashing, toileting and using cutlery to cut up their food. This helps children gather the skills they need for future learning, such as when going to school.

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

Staff are committed to providing the appropriate support for those children who face barriers to their learning. They adapt activities and routines to ensure that all children can have the opportunity to learn through a large range of activities. Staff are mindful that changes in routine can affect children's behaviour. They explore any changes and how children are feeling, providing visual cues so that children understand what is happening next. Staff play alongside children, giving gentle guidance and reassurance and promoting children's resilience in their play.

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Next steps

Leaders should ensure that the monitoring of staff development is fully embedded to enable them to consistently extend children's learning experiences. Leaders should continue to support children's healthy eating through healthy choices and opportunities.

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Address:

Horne Village School Church Road Horne Surrey RH6 9LA

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Address:

Type: Childcare on non-domestic premises

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Address:

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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About this inspection

The inspector spoke with leaders, practitioners and children 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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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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