Partou Butterflies Day Nursery & Pre-School

Inclusion: Expected standard

This is an inclusive setting. Staff generally know families' backgrounds and life stories well and use this knowledge to offer tailored care that helps them overcome the challenges they face. For instance, children who have recently welcomed new siblings into their families are offered greater emotional support to help them readjust. This exemplifies how staff use their knowledge of family dynamics to adapt and meet children's ever-changing needs. Furthermore, children with special educational needs and/or disabilities benefit from carefully considered support. For instance, some children receive one-to-one care from experienced support staff to ensure that their needs are quickly met and they make the progress they are capable of.

Staff typically work closely with wider professionals, such as speech and language therapists. They seek their advice when needed and make good use of their expertise to shape the support offered for children. Each and every child benefits from an individually curated curriculum.

Some children receive additional funding. Leaders carefully consider how to use this funding to improve children's experiences and progress. They monitor the impact of spending closely to ensure that it successfully supports children's learning. This demonstrates that leaders place children's needs and interests at the centre of their decision-making.

Curriculum and teaching: Expected standard

Leaders' design, and staff subsequently deliver, a well-sequenced and ambitious curriculum for all children. Collectively, staff and leaders have an unwavering commitment to support progress. Children's knowledge and skills build and develop over time, ensuring that they make steady progress from their starting points. They learn the basics first before moving on to more complex concepts and skills.

Staff know children extremely well and make effective use of their observations and assessments to target teaching where children need additional support. They update and refresh their next steps monthly to ensure that these are accurate. The systems for assessment are simple and effective.

Staff meticulously plan interesting and exciting activities that capture children's curiosity and imagination. They invest time and energy creating a stimulating and enjoyable environment and programme of play. This successfully fosters children's thirst to learn. Staff make subtle adaptations to games and planned tasks to enable everyone to join in, including those children with special educational needs and/or disabilities.

Generally, staff support children in their communication and language skills. For instance, staff sing, provide narration and introduce new descriptive words during play to extend vocabulary. However, sometimes staff who work with older children use closed questions when interacting, which does not always extend children's conversation skills.

Achievement: Expected standard

Children solve problems they encounter with a positive can-do attitude. For instance, they are mesmerised when they discover their favourite toys are encased in hard and slippery ice. They think critically and resolve this problem by using small tools to gradually chip away the ice. This requires concentration, resilience and coordination skills to succeed. Children's interests are incorporated into their play. For instance, children enjoy re-enacting familiar fairy tales. They each take turns to play the part of the wolf or the little pigs from a favourite story. Generally, children play cooperatively and enjoy using their imagination to develop their ideas.

Children become competent mathematicians. For instance, they count in sequence when playing hide and seek. They also show appreciation of volume and quantity as they measure water in different containers and describe these as 'full' or 'empty'. Children enjoy their play, and their curiosity and intrigue creates a catalyst for their steady progress. They acquire key skills and are well prepared for the next stage in their learning. Children understand instructions and hear lots of language as they play. However, opportunities for older children to practise their conversational skills are not always fully supported.

Behaviour, attitudes and establishing routines: Expected standard

Children display a positive can-do attitude, which enables them to thrive when faced with difficult tasks. Furthermore, children are eager and excited to learn. These positive attitudes together create a secure foundation and springboard for children's successful learning journey.

Staff recognise children's achievements and celebrate these through timely praise and recognition for their efforts. For instance, 'star of the week' certificates are presented to boost children's confidence and raise their self-esteem. Staff and children share positive relationships, which further enhance children's sense of belonging.

Typically, children behave well. They take turns when playing hide-and-seek and wait patiently for their meals to be served at lunchtime. They are respectful and are often heard using manners when they interact with others. Occasionally, older children find sharing and waiting for popular toys difficult. Staff step in and respond quickly to resolve any minor disagreements, and cooperative play resumes. However, staff do not extend their teaching to help children understand how their actions and behaviours may affect others.

Children's attendance is closely monitored, and any absences or lateness are quickly followed up by staff and leaders. Attendance and punctuality are consistently high, impacting positively on children's progress.

Children's welfare and wellbeing: Strong standard

Children's health and wellbeing are given the very highest priority. For instance, on hot and sunny days, they are offered plenty of fresh drinking water, and staff apply sun cream to help protect children's skin. Children also wear sun hats to promote their wellbeing. This excellent attention to children's health is extended to other times of the day. For instance, staff check the temperature of sleeping children and readjust blankets in a gentle and caring way to ensure that they remain at an ambient temperature. This exemplifies the first-rate attention given to children's health and wellbeing by leaders and staff.

Procedures during mealtimes are implemented with exemplary rigour. Staff verbally share information about children's dietary needs before meals are served to ensure a secure and consistent understanding among the team. Place cards and coloured-plate systems clearly identify children's individual needs. These highly effective procedures help to promote children's excellent health, safety and personal welfare.

Children show an impressive sense of belonging and emotional wellbeing. They confidently place their personal items onto their pegs after outdoor play, demonstrating mature independence and emotional security. Children are emotionally connected to the staff who care for them, seeking them out to join in their games. Health, independence, personal development and welfare are extremely well promoted in this setting.

Leadership and governance: Expected standard

A new leadership team has had a tremendous impact on the quality of this provision. It has worked with dedication and pace to make improvements since the last inspection. However, there are still some areas of practice that would benefit from further improvements. Leaders show capacity to continue this trajectory of development for the benefit of the families and children who attend.

Leaders have a clear vision to create a happy and safe environment where children's individual personalities and uniqueness can flourish. They have a mantra to 'support and nurture'. These values permeate through everything staff do, and they accomplish this vision and much more beyond.

Parents speak positively about their experiences and, in particular, they praise the staff for their kind and affectionate approach. Parents are welcomed into the setting during stay-and-play sessions, which help foster links with home. Furthermore, regular meetings between staff and parents ensure that children's development is understood by everyone. Children benefit from this joined-up approach between home and the setting.

Staff's workload and wellbeing are carefully managed by compassionate and considerate leaders. Staff comment that they are happy in their work. This impacts positively on their motivation and drive to offer high-quality service.

Staff have access to a convenient online training system to enrich their knowledge and skills. Although staff have engaged in some wider training, this is not always precisely linked to their development needs to improve their teaching and impact on outcomes for children.