The Butterfly Patch, Hampton Court

What is it like to attend this early years setting?

Children are happy and confident in the nursery and settle quickly into their chosen activities. They enjoy their healthy breakfast and delight in discussions with staff. Children who are new to the setting demonstrate that they feel secure, and seek cuddles and reassurance when they need to. All children have strong bonds with the warm and nurturing staff team.

Babies are curious learners and show a good attention span for their young age. For example, they explore different sounds as they shake rattles and bang on instruments with a variety of tools. They build on their core strength, determined to reach objects out of reach, for example through tummy time. Older babies show high levels of determination and climb in the ball pit. They laugh and giggle as staff roll balls and they eagerly retrieve them. Their older peers are motivated to learn and delight in making porridge. They build on the fine muscles in their wrists, hands and fingers as they mix oats and water, pouring and stirring with great enthusiasm. Toddlers explore textures with their hands and mouth. They respond to questions from staff and use words such as 'sticky' to describe the feel of the porridge. This builds on their developing vocabulary. All children make good progress from their starting points.

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

• The provider and management team lead their staff well and have a clear vision of what they want to achieve. Their action plans identify how they intend to secure improvements. The manager and staff are enthusiastic and committed to providing children with good-quality care. Staff complete regular training and receive support, for example through supervision and coaching. This helps them to build on their skills and knowledge.
• Staff regularly observe and assess children and identify clear next steps in their learning. However, on occasion, some staff do not ensure consistency in meeting each child's needs. For example, children delight in role play activities and enthusiastically invite staff into their play. However, staff do not grasp spontaneous opportunities to challenge children's learning, to ensure they build on what children know and can do.
• Staff support children's independence skills well. For example, older children manage their personal care needs well. They find tissues, put them in the bin and wash their hands with little prompting. Children are keen to help with small tasks, such as setting the table at lunchtime. Older children independently put on their shoes and coat ready for their outings. Their younger peers are confident to ask for support should they need it. This helps support school readiness.
• Staff build on children's good health well. Those with specific dietary requirements are catered for effectively. Children enjoy nutritious snacks and well-balanced meals. They delight in daily walks in the local community, for example to the greengrocers and recreational areas. However, staff do not plan as well as they could when taking children on outings. This slightly inhibits staff's knowledge and understanding of the individual needs of each child and how to build on their their existing skills when playing outside.
• Staff form good relationships with parents. They provide parents with daily feedback about their children's achievements, and advice and guidance on how to support children at home. Parents speak very highly of staff. They feel that staff communicate highly effectively and are friendly and approachable.
• Children behave well and happily play alongside each other. For example, they work together to mix up flour and water, to create milk for their pretend babies. Children discuss events, such as their new siblings at home, and act out a range of scenarios. This supports a sense of identity and has a positive impact on their emotional well-being. When small disputes occur, staff support them to use a variety of good behavioural strategies, such as using sand timers to help them take turns.
• Staff teach children how to manage their own personal safety. For example, children know why they need to wear high-visiblity vests on outings. They walk calmly and understand how to cross roads safely.

What the setting must and should do next

The provider should:

• support staff to improve their interactions with children to broaden and build on what children know and can do across the curriculum
• strengthen planning to provide children with even greater challenge to help build on their skills outdoors.