Three Butterflies Nursery

What is it like to attend this early years setting?

Children are welcomed by happy staff, who are genuinely pleased to see them. They run into the nursery and give staff a big hug on arrival. They confidently leave their parents and demonstrate an eagerness to explore the activities staff provide. The effective key-person approach ensures that children form secure attachments with adults and settle well. Time is taken to get to know the child and their family and all staff speak knowledgeably of all the children attending. Management has implemented a curriculum that offers a range of opportunities that cover all areas of learning. Staff plan in the moment and carefully consider children's interests. Staff also provide opportunities for children to learn skills needed to be independent learners, in preparation for the transition to school.

Children learn to manage risks safely, supported by staff. For example, young children persevere as they master the skill of using scissors. They cut paper shapes and enjoy the praise they receive for their efforts. Children are confident speakers and discuss outings to the local shops. They engage in group role-play activities as they prepare their own shop. They work collaboratively as they decorate signs and decide who is going to be the shopkeeper. They learn simple mathematics, such as adding and subtraction, as they use money. They practise their writing skills as they make shopping lists. Children have formed close and trusting bonds with staff and understand the expectations. Overall, children behave well.

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

• The provider has worked hard to make required improvements since the last inspection. They have engaged with an early years consultant, and completed appropriate training to enhance knowledge and understanding of how children learn to improve outcomes for children.
• The introduction of a curriculum based on children's interests, learning through stories, and a focus on supporting speech and language has improved the progress children make. Staff now have a good understanding of the intentions for learning and plan activities according to the children's individual interests.
• Children are offered a broad curriculum that includes planned outings in the local environment and adult-led activities, such as forest school sessions, to enhance their learning. However, the curriculum does not always challenge the most-able children to build on what they already know and extend their knowledge further.
• Parents were keen to talk with the inspector and express their gratitude to the warm and friendly staff for the support and care their children receive. They comment their children have made good progress since attending nursery. They say their children are in good hands. They comment that communication is good and appreciate the daily updates with their child's key person.
• Staff speak enthusiastically about changes that have been implemented. They say they feel supported through supervision, staff meetings and training opportunities.
• Children learn how to stay safe and healthy through daily routines. They have regular opportunities to develop physical skills and receive fresh air as they play in the garden. They know to wash hands following a visit to the bathroom. They enjoy ample portions of healthy, well-balanced meals and snacks.
• While the session runs smoothly throughout the morning and children are busy in their play, the organisation at transition times, such as preparation for lunchtime, means that staff are sometimes busy with other tasks and that children are not fully engaged in meaningful learning.
• Children make progress in their speech and language as they participate in spontaneous singing sessions. They repeat simple words. They use instruments and listen to the beats and rhythm they make. Staff engage children in conversation as they play and children demonstrate they are confident speakers.
• Babies play in a calm environment. They thoroughly enjoy the sensory experiences available to them. For example, they feel the difference between wet and dry sand and concentrate for some time as they pour sand and fill pots to make castles. They have established trusting bonds with the nurturing staff, and seek cuddles and reassurance when they are tired.
• Children behave well as they understand the rules and expectations of the nursery. Children have established close bonds with the staff. While the staff understand the importance of supporting children's emotional development, there are few focused opportunities for children to learn about emotions, how to regulate their feelings and learn the vocabulary they need to express themselves.

What the setting must and should do next

The provider should:

• improve opportunities in the curriculum to challenge children's thinking to consistently build on what they already know and can do
• improve the organisation of transition times to ensure that all children are fully engaged and supported at these times
• include more focused activities within the curriculum to support children's understanding of emotions and develop their vocabulary further, to enable them to express how they feel.