Butterflies Pre-School & Priory Kids

What is it like to attend this early years setting?

Since the last inspection, the nursery has moved to new premises. These are appropriately adapted to meet the children's care and learning needs. Children happily enter the safe and secure premises of the nursery, where they are greeted by their key person. They are reassured as needed, before they quickly settle, ready to play. They know the routine of the day and what happens next. Children confidently explore the stimulating environment. They choose the direction of their play as they independently access a wide range of activities, both inside and outside.

Staff implement a curriculum that follows children's interests and their individual learning needs. They adapt activities and provide targeted sessions to challenge more capable children. They accurately identify the next steps in children's learning and build on the skills they already have. This enables children to be ready for the next stage in their learning.

Children display good behaviour. Staff support children to develop positive relationships with their peers. In the event of any conflicts, staff gently remind children about turn-taking and sharing. They praise children as they wait patiently for their turn and when they use good manners. This contributes to children's self-esteem.

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

• Children are accurately assessed on starting at the nursery. Regular observations of the children enable staff to plan a tailored curriculum. This help to progress children's development.
• Staff focus on advancing children's communication and language skills. They engage children with interesting dialogue as they go about their play. Staff use repetition as they embed new vocabulary and encourage the children to use new words. Children spontaneously sing as they move around the nursery and staff join in with them. These interactions from staff enable relaxed and nurturing relationships.
• Staff respond quickly when children need additional support. They work with parents to seek help from external professionals. 'Chatterbox' sessions are used to support children, including for those awaiting formal interventions. All children, including those with special educational needs and/or disabilities, make good progress in relation to their individual starting points as a result.
• Children learn about routine counting as they sing counting songs and rhymes. However, they are not regularly exposed to problem solving and mathematical language during the course of the day.
• Children are supported to express their feelings as they arrive at the nursery.
• Staff build very strong attachments with the children. They understand their role as key persons. Staff make sure children are well cared for and the children and their families have the support they need. This contributes to children's emotional well-being.
• Staff encourage children to be healthy as they talk about the food they have had for breakfast. They talk about what is good for them and how eating such food benefits their bodies. Children dance and move as they follow action songs and staff encourage them to 'stretch and bend' as they do their morning exercise.
• Children's independence is promoted as they help to cut the fruit for snack and pour their own drinks. Even the youngest children try to take off their coats and hang them up after outdoor play. Staff praise their accomplishments, which encourage their persistence.
• Partnership with parents is a strength of the nursery. Supportive and strong relationships are built with parents, who report positively about the care their children receive. Parents state that the nursery informs them about their children's progress. They value the online system, which enables them to understand their child's day.
• An appraisal and supervision system enables management to support staff in their professional development. These are used to identify staff training needs and to develop staff practice. For example, staff working in the baby room are able to access quality baby interaction training.
• Staff prepare children well for the transition to school. They ensure children are emotionally and physically prepared for this next step in their learning. For example, they ensure children can independently access the toilet and are developing pencil control.

What the setting must and should do next

The provider should:

• support staff to maximise opportunities to extend children's mathematical skills during everyday activities.