Butterfly's Nursery

Inclusion: Expected standard

Leaders have created an inclusive culture, where all children are welcomed, valued and supported. The setting works closely with the local authority to accommodate all children within the community. Staff identify children's individual needs promptly through effective observation, assessment and ongoing communication with parents, carers and professionals. This ensures that appropriate support is put in place early, particularly for children with special educational needs and/or disabilities (SEND). All staff receive training and guidance to support children with SEND successfully. Although there are weaknesses within the curriculum, those children with SEND have individual plans tailored to help them meet their next steps in development. For example, for those children working on their understanding of transitions, staff consistently use visuals to help them.

Leaders take appropriate and thoughtful actions to reduce barriers to children's learning and wellbeing. They make adaptations so that children can fully access the setting and routines. For example, calm spaces, such as the sensory den, provide children who need additional emotional support with opportunities to regulate their feelings. Leaders use early years pupil premium funding effectively to provide targeted resources and enrichment activities, such as their extra-curricular dance session. Leaders also work closely with families and agencies to support children known, or previously known, to children's social care, prioritising their emotional security and progress.

Curriculum and teaching: Needs attention

Staff-to-child interactions are generally effective. Staff plan a range of activities across all areas of learning, particularly personal, social and emotional development. They use their knowledge of children and assessments to identify barriers to their learning. For example, they focus support on those children who may be more at risk of falling behind in their development by engaging them in activities to build their concentration skills and social development. Staff plan a range of activities and follow children's interests, which keeps children engaged and motivated to take part. However, the curriculum does not consistently build on what children already know and can do or focus clearly on what they need to learn next.

Children demonstrate good levels of independence. They are helpful and show empathy towards their peers during their play. Staff support children's early mathematical development well, particularly for younger children. For example, during sand play, children count different-sized cups, and staff use language related to size, shape and measure. Staff support children's physical development effectively. For example, they help children to learn to balance, push and manoeuvre ride-on equipment in the outdoor area, promoting strength and coordination.

Children have access to a wide range of activities and experiences. However, staff do not sufficiently tailor these to children's differing stages of development. For example, while toddlers enjoy sensory activities, such as ice play, staff do not extend their learning through meaningful conversation to support the language development of children who need this most.

Achievement: Needs attention

Children generally make some progress from their starting points. However, this is not reflective of the progress that children are fully capable of. Individual children do not always experience the tailored ambition and support they deserve to meet the next steps in their development. Children do not always benefit from sequenced learning, which hinders their achievement. However, there are some aspects which are working well. For example, children who initially joined the setting feeling extremely shy and reluctant to engage in activities or social situations now confidently take part in group experiences and seek support from staff when needed. Children who were previously non-verbal are beginning to develop their communication skills and are increasingly able to express their needs using Makaton and gestures. Children are generally happy and display secure attachments with the staff who care for them. This supports children's personal social and emotional development.

Children display a sense of pride in their achievements. For example, children using threading boards eagerly show staff when they have managed to complete it correctly. This builds children's confidence and helps them to become resilient. Despite the weaknesses in the curriculum planning, when children are able to take part in activities they enjoy, they remain engaged. This supports children to develop their concentration skills in preparation for their next transition on to school.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well in the setting. Staff respond appropriately to any unwanted behaviour. This helps children to feel safe and understand clear boundaries. As a result, children know what is expected of them and follow the nursery routines confidently. They understand what will happen next and participate well in daily activities.

Leaders promote the importance of regular attendance and are successful in ensuring children attend regularly. They carefully organise sessions to allow families regular contact with the nursery. This supports children to establish secure routines and prepares them well for their transition to school. Toddler-aged children show secure levels of engagement, sustaining their play for extended periods, before choosing to move on to new activities. Staff focus on sharing and turn-taking skills with younger children. This helps children to learn appropriate expectations for their age and stage of development.

Staff provide a warm and nurturing environment, where children feel safe and valued. Secure relationships between staff and children support children's emotional wellbeing. For example, when children are beginning to feel tired, they find a familiar adult for a cuddle. Staff model positive behaviour, encourage turn-taking and reinforce their expectations promptly. Children are kind and considerate towards one another. Older children are starting to show empathy and compassion during play and transitions. They play cooperatively, supporting the development of effective social skills.

Children's welfare and wellbeing: Expected standard

Leaders have created a safe and welcoming environment. They meet children's personal needs and promote good manners and social skills well. Children enjoy learning and confidently access all areas of the provision. Staff are attentive and readily available throughout the day, which helps children to feel secure and supported. Staff support children with special educational needs and/or disabilities to learn the routines and understand their behavioural expectations. Staff follow children's lead and allow them to choose what they would like to explore, such as spinning and stacking toys. This helps children to regulate their emotions and enjoy their experiences at the setting.

Staff know children well and confidently discuss their interests and friendship groups. Key staff in the rooms are responsible for planning activities that interest the children and provide exciting opportunities. Leaders promote the importance of attendance across the setting. They adapt children's funded sessions to ensure that children attend the setting daily. This helps to prepare children and families for their next stage of their learning and highlights the importance of punctuality and attendance.

Leadership and governance: Needs attention

While leaders provide ongoing feedback to staff, this is not consistently precise enough to identify and address underlying weaknesses in teaching. They do not consistently use supervision sessions and professional discussions to focus on improving the delivery of an individualised curriculum for all children. In addition, leaders have not yet fully identified key areas for improvement, such as the effectiveness of the planning and activities for all children, to support an ambitious curriculum. As a result, swift and targeted action to improve the quality of education is not consistently happening.

Leaders have an understanding of the setting's context, including its strengths and challenges. They have adapted the provision accordingly, and this supports the families they cater for. Leaders place a clear emphasis on staff's wellbeing, resulting in a positive and supportive team culture. Leaders engage effectively with parents and carers and external professionals to ensure that children settle quickly and that individual care needs are well understood and met. For example, leaders liaise with local professionals to ensure that children receive their entitlement in the local community despite any emerging needs.

Leaders are mindful of staff's workload, and as a result, the stable and long-standing staff are happy and enjoy working at the setting. Parents speak positively about the setting and value its role in the local community.