Butterflies Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are motivated and eager to learn when they arrive at the safe and nurturing setting.

They quickly explore independently and become engrossed in the activities on offer. This helps children to make progress in their all-round development. They demonstrate determination and problem-solving skills.

Children play with blocks and work together to make the towers 'taller' and 'stronger'. When towers tumble down, children show their resilience and happily build them back up. Children are focused during their play.

Children have secure bonds with staff and close friendships with peers. They listen to each oth...er during group time and clap in support to celebrate their friend's achievements. Staff ensure rules are consistently implemented.

Children understand the high expectations staff have of their behaviour. As a result, children's behaviour is good. Children regulate their emotions extremely well and talk about their feelings.

Staff support children by singing songs and reading books about emotions. Children use colours to help explain how they feel. They know that their actions affect how others feel.

As a result, the learning environment is calm and accessible for all children. Children gain skills in readiness for school.

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

Leaders and staff plan and deliver an interesting curriculum that is focused on each child's assessed developmental needs.

Overall, the curriculum builds on what children already know, and they make good progress. Gaps in learning are identified and addressed by the staff team. However, at times, the organisation of routines and activities can make it difficult for children to focus.

On these occasions, children become distracted and so do not consistently gain the intended skills.Improvements have been made since the last inspection. The playgroup committee is now accountable for the management of the setting.

It is responsible for monitoring the practice of the managers. The deputy manager has increased responsibilities, and staff now mostly have the skills to fulfil their roles effectively. However, some staff are not yet fully aware of the setting's policies and values.

This means they do not always understand the vision of the leadership team.They key-person system has been strengthened following the last inspection. This means children, and their parents, now develop strong and supportive relationships with their key persons.

All staff are warm and nurturing towards children. They interact positively with them throughout the day. This helps children to feel secure.

Children's communication and language development is a focus for all children. Staff interactions are of a good quality. They model correct language and ask children questions to start conversations.

Children eagerly answer questions about their experiences at home. They speak with confidence and clarity. Children develop skills that will benefit them when they start school.

Children have great fun as they learn about the world around them. Staff plan activities to give children experiences they may not otherwise get. Children bake and learn about healthy food.

They regularly visit a local café and use 'real' money to pay. Children learn about similarities and differences between themselves and others. They have respectful attitudes and are confident in social situations.

Staff promote children's physical development. For example, children build strong core muscles and learn to safely climb on an obstacle course in their regular exercise class. They balance on tyres and climb on low-level equipment.

Children show their coordination as they run around and ride bicycles in the garden. These activities help children to develop their coordination and strength.Partnerships with parents are strong.

Parents are complimentary about the setting. Managers and staff regularly inform parents of children's progress. They share ways for parents to support children's learning at home.

As a result, children benefit from a consistent approach to learning.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff are committed to safeguarding children's welfare.

They identify the potential signs and symptoms that may indicate that a child is at risk of harm. Staff know the procedures to follow if they are concerned about children's safety. Managers provide regular training so that staff keep their knowledge and skills up to date.

Staff ensure that children play in a safe and secure environment. They take steps to minimise any potential risks. Children demonstrate the ability to keep themselves safe in their play.

All members of staff have paediatric first-aid training. They are confident to deal with any incidents or accidents that occur.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop arrangements for all staff to gain a deep understanding of the setting's policies so that the ethos of the setting is consistent for children nenhance routines and how activities are organised so children can participate fully and gain intended knowledge and skills.