Butterfly Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Leaders and staff warmly greet children at the door and encourage parents to share information to ensure children's needs are understood and met throughout the day. Children demonstrate they feel safe and secure as they separate from their parents and come into the pre-school happy and eager to chat with staff and friends.

Leaders and staff are gentle, kind and reassuring with the children, providing a secure foundation for them to learn. Children develop a love of reading and are immersed in songs and stories during the day. Staff use different tones of voice and demonstrate excitement as they read.

This captures the ...children's interest and imagination as the staff read a familiar story about an elephant in the winter. Staff provide pretend snowballs, which children delight in throwing around as they re-enact the story. Children learn about trees and their differences, as staff support their understanding of the world.

Children develop good concentration skills and listen intently, joining in with familiar phrases. Staff encourage children to listen to the rhythm as they sing familiar nursery rhymes and songs together. Children are encouraged to listen to the different sounds of percussion instruments as they play them.

These activities help children to develop their listening and language skills.

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

Leaders and staff provide a rich variety of resources, which the children are confident to access. Staff encourage all children to feel included as they provide warm and responsive encouragement.

This helps all children to feel valued, get involved and become part of the group.Staff support children to be independent. Children learn to pour drinks, put on their coats and explore with dressing-up clothes.

Younger children are offered the support they need to help them develop independence skills. Staff talk to them about what they are doing and why, which further develops their self-care skills.Leaders and staff ensure that children with special educational needs and/or disabilities (SEND) are supported well.

The pre-school works in partnership with parents and outside agencies to ensure that children receive the help they need. Staff implement targeted development plans, which help children with SEND make good progress.Staff support children to understand the pre-school rules.

For instance, when children begin to run indoors, staff gently remind them to walk and explain why. This helps children to recognise the behaviours staff expect of them. Staff offer praise so children understand what they have done well.

This builds on their sense of achievement and self-esteem. As a result, children's behaviour is very good.Leaders have a clear vision of what they want children to learn.

They describe what they want children to know and do by the time they move on to the next stage in their education. However, at times, not all staff are clear about the learning intentions of activities and how they can meet children's specific learning needs. This means children are not always supported to make the best possible progress they are capable of.

Overall, the pre-school has developed a strong curriculum to support children's skills and expand their experiences. However, the curriculum for mathematics is not as carefully considered. For example, staff do not consistently introduce simple mathematical concepts or encourage counting routinely to support children's early understanding of numbers, shapes and sizes.

Children are supported by staff to develop physical skills. Children are encouraged to move in a variety of different ways. They stomp like elephants, pretend to slide on ice, practise tip-toeing and freeze like statues, which helps them to develop their large muscles, balance and coordination.

Leaders implement an effective supervision process. Staff say they feel incredibly well supported, and their well-being is considered. In addition to mandatory training, staff access online training to further develop their practice and improve outcomes for children.

Parent partnership is strong. Leaders and staff provide parents with regular updates on their children's progress and make suggestions on how they can support learning at home. For example, children are encouraged to take books home from the pre-school to share with parents.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen staff interactions to ensure they focus on the learning intentions of activities and support children to build on what they already know and can do strengthen the delivery of the curriculum to build on children's understanding of numbers and mathematical concepts.

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