The Butterfly Patch, South Norwood Hill

What is it like to attend this early years setting?

Children are extremely happy and settled at the nursery. They settle quickly, building secure bonds with all staff. Effective settling-in procedures allow staff to get to know children well and plan to ensure that their interests are supported. New staff are quick to get to know their new key children, enabling them to meet children's individual needs well. Staff are deployed effectively, in order to keep children safe and to support their learning and development. All staff are consistent in their approach to behaviour management with the children. They teach children the term 'kind hands' and being kind to others. Children behave well and develop respect for each other.

Staff work closely with parents and other agencies to support children with special educational needs and/or disabilities (SEND). They work towards targets set for children, sharing progress with parents and external agencies. Staff work hard to narrow any gaps in children's learning. They work closely with parents regarding special requirements during mealtimes. Leaders ensure that children's dietary requirements are met and any additional needs relating to their SEND children are adapted by staff, ensuring that children have access to food they will and can eat.

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

• Leaders have worked hard to make improvements in the nursery. Although the majority of the staff are new, they are fully aware of the learning intentions for the children and the vision of the manager. They work together to ensure that they keep children safe.
• Staff do not provide enough challenge for all children when playing outside. Although staff plan some activities, when these are finished, there is not enough challenge in other activities to continue children's learning.
• At times, some activities, such as story time, take too long. Children become restless and start to disrupt others, stopping their learning and enjoyment of the story. Staff are not fully alert to this and continue with the story.
• Leaders work with staff to evaluate and review activities and room structures, in order to bring about best outcomes for children. Staff are currently in the process of splitting age groups downstairs to maximise opportunities for all children. This enables staff to particularly tailor activities for the toddler group to narrow gaps in their learning.
• All children are highly aware of each other. They are kind and considerate towards each other. Babies are alert to others being upset and pass staff dummies to give to the babies so that they can soothe themselves. Staff praise children greatly, building on their confidence and personal and social development well.
• Children thoroughly enjoy learning to move in different ways. Older children learn how to climb the tree house, and staff teach them how to jump off crates safely. Younger children hold staff's hands as they learn to balance and to start to walk with support. This all greatly builds on children's physical development.
• All children enjoy exploration and messy activities. Babies' explore water play. They squeal with delight as they splash, and staff teach them how to pour water from a height to see the impact this has. Older children enjoy play dough. They learn to use different materials, such as rolling pins and cutters. They are confident learners, asking for extra resources from staff to use, extending their natural curiosity.
• Staff support children's language development extremely well. Staff ask meaningful questions to children, enabling them to think about their responses, extending their communication skills. Babies' excitedly join in singing and copy actions the staff use. This further supports children's physical development.

What the setting must and should do next

The provider should:

• provide more challenge for children of all ages when planning the outdoor curriculum
• support staff to identify when to change activities to prevent children becoming restless and loose interest in their learning.