Yellow Butterfly Nursery

What is it like to attend this early years setting?

Children are happy to arrive at this friendly and welcoming nursery. Routines are well embedded. Children settle quickly into activities in a calm and purposeful manner. Children have strong relationships with their familiar adults. This helps babies and toddlers feel secure, and pre-school children are confident to try new things and ask questions.

Pre-school children participate fully in group time, where they are encouraged to take turns to speak and actively listen to each other. They celebrate a variety of home languages through song and are excited to talk about a recent thunderstorm.

Staff are clear about what they want children to learn, as they make fruit kebabs and take part in a yoga session. Children make independent choices about their play, and adults follow their lead. For example, children decide to prepare 'soup' using fresh flowers in the water tray. Children enjoy learning and make good progress from their individual starting points.

Children behave very well. They respond promptly to instructions and enjoy the responsibility of carrying out small tasks. Staff are positive role models. They are respectful to each other and model good manners. As a result, even very young children say 'please' and 'thank you' without being prompted.

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

• The provider has a good understanding of the ongoing impact of the COVID-19 pandemic on children. She ensures that staff adapt a broad and flexible curriculum so that all children make good progress.
• The provider generally has an effective system for monitoring and coaching her staff. She knows her staff well and has individual training plans to suit their needs. This contributes to an increasingly skilled and confident team of practitioners. Staff say their well-being is well considered by the provider.
• The key-person system is highly effective. Staff know their key children well. They confidently talk about individual children's progress and next steps. This includes children with special educational needs and/or disabilities (SEND). Staff offer timely support to ensure all children experience success. Staff provide extra modelling for those children who may need this support. For example, children enjoy a sense of achievement when they successfully cut an apple. This inclusive practice enables all children to make good progress.
• Staff are good models of spoken English. They take every opportunity to build speaking and listening skills. For example, staff sit with children during the many worthwhile activities and promote discussion. This helps children develop conversational skills, particularly around taking turns to speak.
• Children develop their independence over time. Staff encourage younger children to put on their own bibs and use spoons to feed themselves. Older children help to set the table, serve the food and pour their own drinks. They take pride in carrying out these small tasks.
• Children benefit from healthy, balanced snacks and meals. Portions are appropriate for the age of the children. Fresh drinking water is always available. Children celebrate birthdays with fruit platters from home. They brush their teeth after snacks and meals. This promotes children's awareness of healthy choices and lifestyles.
• Occasionally, the management of transitions between routines can be chaotic for short periods and is not as smooth as possible for all children. This does not have a major impact on their overall learning experiences.
• Occasionally, despite children always being within sight and hearing, staff do not maintain an awareness of what all children are doing to ensure they make timely interventions when needed.
• Parent partnerships are strong. The provider works hard to keep parents informed about their children's next steps. Parents value the feedback they receive. They comment that their children are very happy at the nursery.

What the setting must and should do next

The provider should:

• support staff to make transitions between routines as smooth as possible for all children
• help staff maintain an awareness of what all children are doing, to make timely interventions when needed.