Flutterbies Childcare LLP
Flutterbies Childcare LLP is a day nursery in Benwick for children aged 0 to 10, with 43 registered places. Ofsted report card, 19 November 2025: Strong standard in 1 area, Expected standard in 5 areas; safeguarding standards met.
Benwick Children's Centre, High Street, Benwick, PE15 0XA
Key facts
- Type
- Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 0 to 10 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 43 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 17 July 2014 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Source: Ofsted report, inspection on 19 November 2025
Who runs it
Flutterbies Childcare LLP is run by Flutterbies Childcare LLP (Ofsted register).
Latest inspection
- Inclusion: Strong standard
- Curriculum and teaching: Expected standard
- Achievement: Expected standard
- Behaviour, attitudes and establishing routines: Expected standard
- Children's welfare and wellbeing: Expected standard
- Leadership and governance: Expected standard
- Safeguarding standards met
Source: Ofsted, inspection on 19 November 2025. Contains public sector information licensed under the Open Government Licence v3.0.
What it's like to be a child at this setting
Staff work closely with parents to ensure that children settle quickly and feel secure. Staff build warm and responsive relationships with children from the outset, which helps children to develop confidence and a sense of belonging. Children thoroughly enjoy their time in the setting, eagerly joining with staff to play games and interact. Staff promote children's attendance, working in partnership with parents to ensure that children's individual needs are met. Parents comment positively on the progress their children make, particularly with their speech and emotional development, and they value the consistent support that staff provide.
Staff have established routines that help build children's independence. On arrival, children hang up their own coats and store their lunch boxes, demonstrating pride in managing their belongings. Staff teach children self-care skills, such as brushing their teeth after meals, which children enjoy and carry out with growing competence. These routines help children feel safe, confident and capable as they understand what is going to happen next and what the expectations of the staff are.
Children benefit from a broad range of experiences. Staff have recently implemented forest school sessions, which provide opportunities for older children to explore the natural environment, build resilience and make decisions about their own safety. Staff listen carefully to children's views, encouraging them to express their opinions and take responsibility.
Inclusion is a strong feature of the setting. Staff teach all children Makaton signs, which enables them to communicate with peers and staff. Children with special educational needs and/or disabilities make rapid progress because staff quickly identify gaps in learning and provide tailored support. Staff adapt their approaches to ensure that every child can achieve, preparing them well for the next stage of education.
What Ofsted found in each area
Inclusion: Strong standard
Inclusion is a strength of the setting. Staff attend regular training to ensure they have a secure knowledge of child development and can quickly identify when children need additional support. They work closely with parents to ensure consistency between home and the setting, sharing strategies and reviewing progress regularly. Children with special educational needs and/or disabilities benefit from tailored support that meets their individual needs, enabling them to make rapid progress.
Leaders use additional funding effectively, such as adapting the outdoor environment with a small bridge to ensure children with physical disabilities can access learning outside. Staff attend training to develop their communication skills. They teach children Makaton signs, which promotes communication, empathy and respect across the setting. Staff advocate strongly for children and families. They actively reach out and engage with other organisations and professionals, sharing information in a timely way to ensure optimum support is provided for children and families. Staff provide thoughtful care to children who are looked after, and their carers, to help them manage changes in their lives. Staff's focus on inclusion helps to ensure that all children feel valued and can participate fully. This helps to prepare all children for the next stage in their education.
Curriculum and teaching: Expected standard
Leaders have developed a curriculum that prioritises children's wellbeing, communication and early learning skills. During the first half term, staff prioritise teaching children the expected routines and boundaries, which helps children to feel secure. Staff also focus on supporting children's communication development. They quickly identify gaps in children's learning and provide targeted support, adapting activities to ensure that children with special educational needs and/or disabilities can participate in group learning activities. Staff use group times effectively to build children's listening skills and early phonic awareness, for example through guessing games based on initial sounds.
Staff plan meaningful activities to help children learn about their local community, such as making and delivering Christmas cards to residents. Outdoor play is purposeful, as staff promote children's physical skills through construction and simple throwing games. Staff use these opportunities to teach children how to count and measure items, embedding mathematical learning effectively. Leaders support staff to develop their teaching skills so that children receive consistently good learning opportunities. Staff have recently introduced forest school sessions that enrich the curriculum, and they provide opportunities that help children to build their resilience, independence and risk assessment. Overall, staff provide a broad and balanced curriculum that is responsive to children's needs, ensuring they are well prepared for the next stage of education.
Achievement: Expected standard
Children make steady progress across all areas of learning, particularly in communication and language. Babies enjoy songs and stories, and staff help them build their vocabulary through repetition. Pre-school children independently retell familiar stories with enthusiasm, using props to support their play. Staff work closely with parents to support emotional development, helping children to manage their feelings and build resilience. Children from disadvantaged backgrounds benefit from targeted support, growing in confidence and developing social skills.
Staff recognise that forest school sessions have already had a positive impact, with children showing increased independence, resilience and understanding of the natural world. Children with special educational needs and/or disabilities make rapid progress due to tailored interventions and inclusive practice. Staff help children develop the skills they need for school, including self-care, communication and confidence in group activities.
Behaviour, attitudes and establishing routines: Expected standard
Babies settle quickly to play when they arrive. Parents support children to hang their own coats up and put their lunch boxes away, and children know this routine well. They grow in independence as they brush their own teeth after mealtimes and manage their own self-care. Staff use group times to help children remember the ground rules of the setting, and babies enthusiastically join in with group singing activities. At lunchtime, staff engage with groups of children while they wait to eat. This gives staff time to interact and play with individual and small groups of children, building close relationships and teaching children patience.
Children are kind, helpful and play collaboratively. When children are occasionally upset, staff manage this positively, encouraging them to discuss how they are feeling. Children are motivated and enthusiastic and eagerly approach staff to play games. Staff support children to develop relationships with each other. They plan and implement turn-taking games and teach children the rules they need to follow. Children with special educational needs and/or disabilities are supported to manage changes in routines calmly, and staff monitor the effectiveness of these changes to make sure they meet the needs of all children.
Children's welfare and wellbeing: Expected standard
Staff work closely with parents to meet children's individual care needs, and they share information with parents about healthy eating. Parents provide children's snacks and meals, and staff supplement this with fruit and vegetables at indoor snack time. Mealtimes are social occasions, and babies and toddlers join the pre-school children, enjoying being with older children and staff. However, snack time in the forest school sessions is not used consistently as a social occasion, and staff do not encourage all children to make healthy choices. This means that children miss out on practising and refining their social skills in different contexts and do not always learn the benefits of making healthy choices.
Staff carry out risk assessments to ensure that children are kept safe and secure in the setting. They remind children of the rules of the setting, such as using their walking feet inside. During outside play, staff teach children to risk assess when they are building with large construction resources. Staff manage transitions into and across the setting in partnership with parents and following an individualised approach. Children form close relationships with their key persons, which helps them settle quickly and enjoy their time in the setting.
Leadership and governance: Expected standard
Leaders reflect on the effectiveness of their provision and take action to drive continuous improvement. For example, they reviewed how effectively the environment was used by children and subsequently made changes to ensure that the most effective resources were consistently available to support learning. Leaders are passionate about caring for children's individual needs and work closely with staff to help them identify and support children with special educational needs and/or disabilities (SEND). Leaders actively reach out to work in partnership with parents and other professionals to support children with SEND.
Leaders have learned a lot about supporting apprentices in their setting and are continuing to improve this aspect of their provision. This enables apprentices to develop the skills and knowledge they need to promote children's achievement. Staff are leading the forest school access specialist training to strengthen this aspect of provision, supporting children to become confident and resilient learners. Staff say they feel very well supported in the setting and comment on how they feel valued and respected. Leaders ensure that all members of staff receive training and support regardless of their position in the setting.
What the setting must and should do next
The provider should:
- Leaders should use snack time in the forest school sessions as an opportunity to promote children's good manners and social skills and to help children to make healthy choices.
Ofsted's words, from the report on the inspection on 19 November 2025. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
Inspection history
Ofsted report cards (England, from November 2025)
Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.
The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.
Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.
Source: Ofsted reports
Funded childcare hours in England
All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.
Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.
Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.
The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.
Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)
Schools nearby
- Benwick Primary School - Primary, 0.1 miles