Three Butterflies Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The quality of teaching is variable across the nursery. Staff do not consistently challenge children to build on what they already know and can do. Experiences are not planned and implemented successfully to engage and challenge older children.

For instance, young babies follow the routine to sit down ready for meals. However, staff do not have the food ready. Older children become excited about taking part in a messy activity and put on their aprons.

However, staff do not have the resources sufficiently prepared for the experience. Children wait unnecessarily and become bored and restless. Despite this, staff are calm an...d help children to understand the expectations of their behaviour during these times.

Staff know children well and build happy, secure relationships with them. They support children to be sociable and kind to their friends. Children of all ages seek out familiar adults for comfort when they are upset.

Staff provide opportunities for children across the nursery to develop their physical skills. Staff praise babies and provide encouragement as they toddle about, learning to walk and climb. Children stretch their bodies up high, and squat down low as they make purposeful marks with chalk on a board.

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

The provider has met a recent notice set by Ofsted. They have reviewed their behaviour management policies and ensured that staff understand and implement them appropriately.Managers have established a child-led curriculum that builds on children's interests from when they start as young babies to when they go to school.

They reflect accurately on staff practice and provide feedback to help improve teaching, such as when staff do not interact well enough with the children. However, this is ineffective and children do not receive a consistently good-quality education.Staff know the children in their care, and they understand how children develop.

However, they do not use the children's interests to sufficiently challenge children's learning. Activities do not stimulate children to inspire positive attitudes to learning. For example, despite staff sitting with older children at a table with construction toys, the children begin licking the resources rather than building with them.

This is because staff do not interact consistently with children to support their learning.Staff spend time organising routines and preparing activities. However, these are not arranged in a way that motivates children to continually learn.

As a result, older children begin running around or lose interest in the activities.Staff do not focus well enough on children's communication skills. For example, they pick babies up without indicating what is going to happen first.

Staff play regularly with children but sometimes speak quickly and ask many questions in quick succession. This means children do not have frequent opportunities to think and respond during conversations.The managers recognise when children need individual education plans to help their development.

Where there are professionals available, the leaders work with them to support children with special educational needs and/or disabilities. However, teaching is not consistently strong to help every child make good progress from their starting points.Parent partnerships are secure.

Parents notice that children are more sociable and confident when they are with other children at home. Staff and managers communicate regularly in a variety of ways, and parents receive regular updates about their children's learning.Children use their imagination during their play.

They pretend to bake cakes in the home corner oven and push dolls in pushchairs. These opportunities help children to begin to understand real-life scenarios.Staff praise children for their efforts and successes.

This helps children to build a sense of achievement and feelings of pride. For example, when children complete their pictures, they show them to visitors and smile with pride.Children are gaining some independence.

Babies use their hands and spoons to feed themselves. Staff encourage older children to wash their hands with soap and dry them with towels.

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 meet the requirements of the early years foundation stage, the provider must: Due date ensure staff give children language-rich experiences to build on their communication and thinking skills 30/01/2025 ensure that staff are clear about the intent of the curriculum and how to implement it effectively so that it provides enough challenge to help all children make good progress.30/01/2025 To further improve the quality of the early years provision, the provider should: review the organisation of routines and activities so children are not left waiting unnecessarily.