Butterflies Preschool West Drayton

Inclusion: Expected standard

Leaders identify children's individual needs early through assessment, observations and discussions with families. They work closely with parents, carers and external professionals to reduce barriers to learning and wellbeing. Practitioners adapt teaching successfully using visual supports, sign language, words in children's home language and thoughtful interactions. For example, children learning English as an additional language and children with special educational needs and/or disabilities (SEND) participate confidently in daily routines, group activities and play alongside their peers. Leaders use additional funding purposefully to strengthen communication, listening and attention, and emotional regulation. These approaches help children make progress from their individual starting points.

Leaders have accurately identified communication and language as a priority and have developed a consistent approach to support children with SEND. Practitioners work together to review children's progress, implement advice from external professionals and adapt provision as children's needs change. Targeted support is embedded in daily practice and is helping children communicate more confidently, engage in learning and develop positive relationships. For example, children participate in adult-led attention-building activities which develop their listening and attention skills as they participate in play and learning independently throughout the day.

Leaders have identified the consistent use of visual communication supports as the next stage of development. While some staff use visual communication support confidently, it is not consistent across the team. This means that there are missed opportunities to support communication and language development. Leaders have appropriate plans in place to strengthen implementation through induction, coaching and professional development.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that builds on children's interests, developmental stages and individual next steps. Practitioners use observations and assessment to plan learning that develops communication, independence and mathematical understanding. Practitioners typically model vocabulary, extend children's thinking through conversations, and use songs, routines, sign language and visual supports to strengthen understanding. For example, children explored pattern through a fish-matching activity and demonstrated early counting skills during song time and throughout the day.

Leaders prioritise communication and language, personal, social and emotional development, and physical development to ensure children are ready for their next stage of learning. Practitioners understand children's development and adapt teaching successfully. Children of different ages and stages participate in the same activities with support matched to their individual needs, enabling all children to access the intended learning. For example, practitioners build children's physical skills progressively, encouraging them to climb independently before supporting them to develop the confidence and coordination to climb down safely.

Leaders have effective systems to assess, track and share children's progress. They recognise some variation in how parents experience communication about their child's learning and development. As a result, leaders have identified the need to strengthen consistency so that all parents feel equally well informed about their child's progress.

Leaders recognise that some practitioners are at an early stage of developing their professional knowledge. They have appropriate plans in place to support these staff through training and ongoing induction. Less experienced practitioners are generally supervised and supported by experienced staff, who model practice, guide planning and reinforce how learning builds over time, including within mathematics.

Achievement: Expected standard

Children make progress from their individual starting points. They typically develop the knowledge, skills and confidence needed for their next stage of learning. Children increasingly sustain their listening and attention during group activities. They watch, wait for their turn and join in with singing, dancing and conversations with growing confidence. They listen to each other's ideas at the sand and water tray and wait patiently to dress up and dance during a turn-taking song. Children also become more independent over time. They explore the environment confidently, choose their favourite activities and with adult support generally take part fully in daily routines.

Children with special educational needs and/or disabilities and those learning English as an additional language make progress alongside their peers. They communicate with increasing confidence using sign language, gestures, words and visual aids. They develop friendships and become more independent in everyday routines. Parents describe noticeable improvements in their children's communication, confidence, physical development and social skills.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a calm and nurturing environment where children generally arrive happy and ready to learn. Practitioners generally build warm relationships and use routines to help children understand what happens next. Children respond to familiar expectations and become increasingly independent throughout the day. For example, they wait patiently for their turn to ride the bikes and share resources in the mud kitchen. At lunchtime, children feed themselves and tidy away their plates and cups.

Practitioners typically use strategies and resources to help children understand and communicate their feelings. For example, children recognise when another child is upset and respond with kindness. Children typically develop important learning behaviours, such as listening, waiting and taking turns. Practitioners generally respond sensitively to children's individual needs, helping them move calmly between activities and remain engaged in learning. Practitioners help children build friendships, develop emotional literacy using visual, books and songs and participate successfully alongside their peers.

Leaders promote the importance of regular attendance. They work closely with families to understand barriers and encourage children to attend consistently so they can benefit fully from the curriculum.

Children's welfare and wellbeing: Expected standard

Leaders promote children's health and wellbeing through the daily routines. Children develop healthy habits by taking part in a supervised toothbrushing programme, regular physical activity and learning about healthy eating. For example, practitioners talk to children about healthy food choices at mealtimes and encourage them to feed themselves independently and pour their own drinks. Leaders work with families to promote healthier packed lunches and positive routines beyond nursery.

Children generally build warm and trusting relationships with familiar practitioners who know their individual needs well. Practitioners adapt care routines to meet children's changing needs and work with parents and health professionals to provide consistent support. For example, practitioners implement individual healthcare plans confidently, ensuring children with medical needs participate safely alongside their peers. Despite recent staffing changes, children continue to receive consistent care from experienced practitioners while newer staff develop their knowledge and expertise.

Recent staffing changes have resulted in temporary changes to the key-person system. As a result, communication about children's key persons is not yet consistently embedded, meaning some parents are not always clear who their child's key person is.

Leadership and governance: Expected standard

Leaders have a clear understanding of the nursery's strengths and priorities. They regularly reflect on practice and make changes that improve children's experiences. For example, leaders identified children's emotional regulation as a priority. They provided staff training, introduced additional resources and adapted the learning environment. As a result, practitioners use more consistent approaches and children experience a calmer environment.

Leaders promote an inclusive culture. They invest in professional learning that helps practitioners adapt their teaching so that all children can participate successfully.

Leaders support practitioners to develop their knowledge and skills through regular supervision, coaching, staff meetings and professional development. For example, leaders identified that practitioners needed further support to deliver communication and language activities consistently. Through coaching and mentoring, practitioners became more confident in adapting activities to meet children's individual needs.

Leaders work closely with the local authority, health professionals and families to keep practice up to date. They have introduced initiatives such as supervised toothbrushing, healthy eating guidance and targeted support for children with special educational needs and/or disabilities.

Leaders have supported staff during a challenging period of recruitment. Experienced practitioners and senior leaders provide guidance, mentoring and day-to-day support colleagues while they complete qualifications and develop confidence in their roles. This has helped maintain continuity for children during a period of change.

During recent recruitment challenges, leaders deployed experienced practitioners to support newer colleagues. This temporary arrangement has affected the consistency of the key-person role for some families.