Butterflies Clubhouse

What is it like to attend this early years setting?

Children are happy to attend this setting and move quickly into the entrance as they anticipate the day ahead. They are welcomed by caring and familiar staff and readily leave their parents to walk hand in hand with staff up to the playrooms.

Children show they feel safe and secure. They move around the different playrooms with confidence finding a space that meets their needs in that moment. The staff move with the children to support them in their play. Children have the opportunity to let off steam in the large hall space. This is designed to allow children to challenge their physical abilities and enjoy the sense of space around them. The children have the opportunity to spend time in the sensory room. This provides a sense of calm, where children can relax on the giant swing, roll on the soft mats or just enjoy the sensory lighting.

Children build strong attachments with staff. They seek reassurance from staff when upset and to join in with play. Staff's knowledge of children is very good. This knowledge informs the staff when planning for each child, ensuring they make good use of learning opportunities based on children's interests. They extend familiar activities to support progression and promote success.

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

• Every child has an individual educational plan that meets their needs. Staff recognise the value of breaking down tasks to small steps and are skilled at identifying progress.
• Children get to experience trips in the setting's minibus. They visit the local community, including shops and parks. This offers children a wide range of experiences to support their development.
• Staff are sensitive to children's moods and emotional needs. They respond appropriately and support children to manage their emotions. The staff respond in a flexible way, adapting plans to ensure they meet the needs of the children on the day and in that moment. Visual prompts and clear, simple communication inform children of what comes next. Children can then anticipate the next activity or event.
• Parents report that the team support them with challenges they experience at home. They plan specific learning opportunities to practise skills to support home life. Parents speak of the significant progress their children have made since joining the pre-school. They comment on how well supported they feel their children are. In addition, they comment how well the manager supports them with seeking outside support and the Educational Health Care Plan process.
• High staff ratios mean that children often benefit from one-to-one support. This enables a focus on supporting individual children's needs. Staff work closely with speech and language therapists. They implement recommended strategies to support children's language development. Children benefit from the robust partnership working with external professionals to ensure individual children's needs are met.
• The setting operates activity sessions during out-of-school hours. This service caters for school-age children with special educational needs and/or disabilities. The focus varies each day with elements planned by the children. The children are supported to develop independence and life skills such as taking part in meal planning, costings, shopping and cooking. They also engage in social activities, developing friendships and managing conflict. Children that have attended the pre-school service often return to access the activity sessions once they have transitioned to school.
• The management team and staff are dedicated to supporting the children and families in their care. The manager is skilled at accessing funding. This ensures they can offer children the high level of staffing to meet their individual needs. Staff are highly motivated to continually develop the services they offer. A high proportion of the team are undergoing further training to widen their knowledge. However, this is not specifically focused on them gaining expert knowledge of the needs of the children they care for.

What the setting must and should do next

The provider should:

• build on the already good practice and seek further ways for staff to develop an expert knowledge of the needs of the children they care for.