Butterflies (Bristol) Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children feel happy and safe in this warm and nurturing environment. They form close relationships with staff and are keen to explore the wide range of activities available to them. Staff and managers have high expectations for children.

They aim for every child to become confident, independent and a good communicator by the time they leave the nursery. Children who speak English as an additional language show their developing skills, such as singing enthusiastically in English.Babies and children's positive responses show that they know what to expect and feel secure in their surroundings.

Babies are curious and enjoy... exploring the wide range of resources.Children enjoy being outdoors, where they have many opportunities to be active and to explore. For example, they spend time outdoors splashing in the muddy puddles, exploring quantities, and learning to understand the meaning of 'full' and 'empty' as they fill various containers.

Staff use these opportunities to introduce mathematics to children. Babies learn basic numbers. For example, staff sing number rhymes to teach children to count.

Older children become immersed in their play and are motivated learners. They demonstrate high levels of confidence and self-esteem in their learning, self-care, and communication. Children behave well.

They play cooperatively, take turns and share resources successfully. Children learn the skills they need and are well prepared when they eventually move on to school.

What does the early years setting do well and what does it need to do better?

The manager encourages the passionate staff team to reflect on their practice.

She regularly evaluates the setting, and the team works together to make rapid changes and drive improvement. There is a good team spirit. The manager listens to her team and ensures they get the training they need to maintain high standards in care and education.

All children, including those who speak English as an additional language and those with special educational needs and/or disabilities, make good progress from their starting points in learning.Staff support children's language and literacy skills well. For example, they use a range of props to help bring the stories to life.

Children and babies show great interest in books, and they listen attentively to familiar stories. Older children confidently answer questions about what they can see on the page. Staff engage with them in conversation and introduce a wide range of vocabulary.

Children learn to do things for themselves as they develop their independent skills. Older children learn to manage their self-care needs on their own. For instance, they use the toilet themselves and learn to dress for outdoor play.

Children help with small tasks, such as setting up the plates and cups for lunch, which helps them to gain a sense of responsibility.Staff support children to develop good health and well-being. They provide healthy food for them to eat, plan opportunities for regular exercise and talk to them about brushing their teeth.

Staff plan the learning environment well. This motivates children to play, explore and to make new discoveries. Resources inspire older children to create a rainbow.

They mix colours using brushes, use pipettes to squeeze colour, and learn how rainbows are made. However, some parts of the daily routines are not organised as well as possible to fully support children's learning. For example, when children are involved in larger-group activities, younger children sometimes become distracted, as the sessions are too long or too complex for their early developmental needs.

Partnership working is good. Links with external professionals and the local authority are built on trust and respect. Parents are happy with the care provided for their children and commend staff for providing 'a lovely place for children to learn'.

However, staff do not always keep parents informed of what their children are learning, to further support their learning at home.Care practices are good. Young children sleep peacefully in comfortable surroundings.

Staff regularly check on them to ensure they are safe and well.

Safeguarding

The arrangements for safeguarding are effective.The manager provides staff with regular training and updates about child protection and safeguarding issues.

Staff can identify the possible signs of abuse and neglect. They know what to do should they have any concerns about a child's welfare. Staff understand a range of different safeguarding issues.

They know how to report any possible concerns about other adults working with children. Leaders follow robust recruitment processes that help to ensure the suitability of adults working with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop further the organisation of activities for younger children so that they can consistently play a full and active role in all learning experiences provided provide parents with more information about what their child needs to do next, to further support children's learning at home.