Butterflies Pre-School

What is it like to attend this early years setting?

Children and families are welcomed by happy, friendly and nurturing staff. They are excited to enter the setting, and they confidently separate from their parents with ease. Children are eager to participate in the fun and carefully planned activities on offer. Staff place children's interests at the heart of what they provide, with engaging topics and themes they know the children will gain knowledge from. For example, staff provide children with a newly created 'dinosaur world' in the outside area, which has sparked children's curiosity. Staff encourage children to learn new vocabulary as they name the different dinosaurs they play with.

Children behave extremely well. This is due to the positive role models and high expectations staff have of every child. Children show high levels of concentration as they engage in their play. They enjoy making shapes in the warm, lavender-scented play dough, confidently using mathematical language to name them. Children are polite and respectful of each other. They play happily together and share and take turns patiently.

Staff place a high priority on promoting children's healthy lifestyles and diets. They believe in the ethos of 'healthy body, healthy mind'. Children learn about the benefits of physical activity and talk about the different 'rainbow food' in their lunch box. Staff work closely with parents to support them to provide their children with well-balanced and healthy lunches.

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

• Parents speak highly of staff and value the care their children receive. Staff form positive partnerships with parents from the very beginning. This helps to ensure that children are happy and their needs are well met. Staff keep parents regularly informed of their children's learning. Therefore, parents are aware of their child's progress and next steps in their learning.
• Children use a story about a colour monster to help them to understand and manage their emotions appropriately. Children learn to be kind. They take care of their friends and look after them when they are unhappy. For example, children respond sensitively to their peers when they hurt themselves and ask them if they are okay.
• Staff's well-being is a priority. The manager conducts regular supervision meetings which help to ensure that staff are happy. Staff feel supported and work well as a team. The manager encourages and supports staff to undertake additional training to improve their practice and further their knowledge and skills. Staff are supportive of each other. They regularly feedback to each other about how activities can be improved to provide the best possible learning experiences for children.
• Children develop their understanding and build on their previous learning. For instance, they use cotton wool and water to grow cress seeds. Children confidently talk about how they can take care of the cress seeds at home, including watering them and finding a place at home to provide sunlight to help them grow. Children remember not to over-water the cress seeds, which they had previously done with bulbs they had planted.
• Pre-school children are well prepared for school. They are encouraged to be independent in their self-care. Children independently find and put on their coats and boots before going to explore the outside learning environment. Children choose their healthy snacks and are encouraged to pour milk into their cup. Staff build strong partnerships with schools, which helps to ensure a smooth transition for children to Reception class.
• Staff promote children's love of reading. Children immerse themselves in story time, as staff read enthusiastically and make reading stories fun and enjoyable. Children retell stories to their friends, using expression and the language of stories, such as 'Once upon a time'.
• Staff identify and support children with special educational needs and/or disabilities. They establish links with other professionals to help to provide further support around, for example, the development of children's speech and language skills.
• Staff provide opportunities for children to learn about important festivals and celebrations. However, staff do not consistently offer experiences to develop children's understanding further to reflect the culture of the children and families who attend the setting.

What the setting must and should do next

The provider should:

• extend children's understanding of different cultures and diversity to reflect the children who attend the setting.