Butterfly Nursery School

Butterfly Nursery School
Unique reference number (URN): EY464272
Address: Horne Village School, Church Road, Horne, Surrey, RH6 9LA
Type: Childcare on non-domestic premises
Registered with Ofsted: 04/06/2013
Registers: EYR, CCR
Registered person: Collyer, Angela
Inspection report: 29 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Strong standard
Behaviour, attitudes and establishing routines Strong standard
Children interact kindly with each other and demonstrate positive behaviours. They take
turns and learn to share toys and resources. Staff are respectful and gentle, and this has a
positive impact on how children behave towards each other and the environment. There are
highly effective routines in place, which help children to understand boundaries and what is
expected of them. This approach means that children know what is about to happen next
and they can move with ease between activities and daily routines. Staff teach children to
take responsibility and understand the consequences of how their actions impact others.
Consequently, children are respectful and helpful.
Children have excellent attitudes to their own learning, including those who face barriers to
their learning. They show independence, confidence and a willingness to try new activities
and experiences. This strongly helps to prepare children to be curious learners and be ready
for the next stage in their education, such as going to school.
Leaders ensure that parents understand the importance of regular attendance. They work
alongside parents to suggest ways to remove barriers to regular and timely attendance. As a
result, children attend regularly and on time.
Inclusion Strong standard
Leaders ensure that all children, including those who face barriers to their learning, are
included and feel they belong. Staff know children very well and identify any barriers to
learning and participation. They skilfully adapt support so that the children can engage
alongside their friends.
Leaders assess and provide targeted support that helps children remain motivated and
access learning. Staff use clear language, repetition and key words to support
understanding and communication. These approaches help children to build confidence, join
in activities and to follow routines.
Children who may feel overwhelmed can access quieter areas, and staff provide support to
help children to regulate their emotions. This helps children to return to play and learning
when they are ready. Staff respond very sensitively to children's individual needs.
Leaders work in partnership with external agencies in order to effectively support those
children who need it most. They ensure that information is regularly shared with parents and
staff to ensure that there is a consistent approach to children's development. Leaders have
a very clear understanding of how children's unique needs are identified and supported. This
successfully ensures that all children, particularly those who face barriers to their learning,
make sustained progress from their starting points. Leaders have a secure understanding of
how any additional funding will be used to provide targeted support and improve children's
outcomes.

Expected standard
Achievement Expected standard
Children gain skills for their future and make steady progress. Children who face barriers to
their learning and/or have special educational needs and/or disabilities make significant
progress from their starting points. Children are motivated and curious in their play and keen
to take part in the activities that staff have planned for them. For example, children collect
water in containers to make 'pies'. They enjoy making shapes and talking about the colours
as a result of mixing paints. Children's independence during activities and routines
successfully helps to prepare them for future learning and life. For example, children
independently get themselves ready before going outside. They pour their own drinks and
manage small tasks, such as helping to tidy away the toys. Children develop confidence
during routines. Staff praise them for being helpful and kind, which helps children to feel
good about their own achievements.
Children's welfare and wellbeing Expected standard
Staff develop close and purposeful bonds with children. They work hard to help children feel
settled and develop a positive sense of belonging. Children's emotional health is well
supported. They are learning how to recognise and regulate their own feelings.
Staff are respectful at all times and provide children with privacy to protect children's dignity
when helping with personal care, such as nappy changing. This effectively helps children to
have a positive self-image.
Staff have received training to ensure that children are always supervised when eating. They
fully understand how important it is to provide the correct and safe environment for children
who are sleeping. Staff understand and implement safe practices consistently, including the
process for managing children's dietary requirements and medical needs.
Children have opportunities for outdoor play and physical development. Staff typically help
children to understand what it is to be healthy, having discussions about the foods that are
good for their bodies. Leaders have begun to implement more nutritional meals at the
setting so that children can begin to fully benefit from healthy choices. However, this has yet
to be fully embedded.
Curriculum and teaching Expected standard
Staff use observation and assessment to establish children's existing knowledge and what
children need to be learning next. They have a secure understanding of each child's
individual learning needs. The curriculum is focused on building children's skills over time
across all areas of learning. Typically, staff understand what children need to learn and
consequently adapt their teaching to suit each child's unique way of learning. However,
there are times when staff do not consistently extend children's learning and play. This
means that staff do not provide consistently high levels of challenge, which sometimes
impacts the progress children make.

Leaders and staff plan the teaching in order to cover all areas of the curriculum. They have a
particular focus on providing support for those children who face barriers to their learning.
This helps close the gaps in children's experiences and progress. Staff plan activities to
support children's physical development. Children have access to a large outdoor space
where they can run around and negotiate obstacles. Children learn how to care for plants
and delight in watering them and identifying a range of insects. Staff read books to children
throughout the day. They encourage children to sing rhymes, which effectively supports
children's literacy and language skills. Staff ensure that they weave in mathematical
learning, for example when they are identifying quantities and sizes and counting.
Leadership and governance Expected standard
Leaders are reflective and are working hard to make positive changes in the setting. They
are continuing to develop the environments to ensure that children remain motivated in their
learning. Staff feel that changes have had a positive impact and comment that leaders are
hands-on and support them to fulfil their role.
Typically, staff have some access to further development, which helps staff to gain the
knowledge and skills to effectively enhance children's learning. However, leaders do not
consistently identify where staff need to further develop their skills, which impacts on the
quality of teaching. Despite this, staff demonstrate that they are inspired by leaders' new
ideas and are committed to enhancing their current skills.
Leaders work with parents and provide ongoing support and communication, particularly for
those parents who have children with special educational needs and/or disabilities. They
forge links with other settings that children may attend and liaise with teachers to help
support a highly successful transition later in the year. Staff help children to develop an
understanding of the lives of others in the local community. They invite parents in to talk to
children about themselves and their jobs.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

What it's like to be a child at this setting
Children settle quickly into the warm and welcoming environment. They attend regularly
because parents are aware of the importance of regular and timely attendance. Children
benefit from a curriculum that is broad and balanced and supports children's curiosity. For
example, children explore and care for plants in the garden. They are encouraged to rub the
herbs and describe the smell. Children with special educational needs and/or disabilities
make rapid progress from their starting points. Staff ensure that the curriculum is adapted so
that all children can access experiences that they may not have previously benefited from.
Children build strong bonds with staff. They demonstrate that they feel confident and safe
and are able to express their needs. Staff respond warmly to the children and provide a
caring response to their needs. They give children plenty of time to respond during
discussions. This gives children the opportunity to voice their opinions and feel valued and
listened to. Children develop friendships with other children and learn how to cooperate with
others. They are kind and thoughtful and eagerly call their friends over to play.
Children successfully develop their self-care and independence through everyday routines,
such as handwashing, toileting and using cutlery to cut up their food. This helps children
gather the skills they need for future learning, such as when going to school.
Staff are committed to providing the appropriate support for those children who face barriers
to their learning. They adapt activities and routines to ensure that all children can have the
opportunity to learn through a large range of activities. Staff are mindful that changes in
routine can affect children's behaviour. They explore any changes and how children are
feeling, providing visual cues so that children understand what is happening next. Staff play
alongside children, giving gentle guidance and reassurance and promoting children's
resilience in their play.
Next steps
Leaders should ensure that the monitoring of staff development is fully embedded to
enable them to consistently extend children's learning experiences.
Leaders should continue to support children's healthy eating through healthy choices and
opportunities.

Inspector:
Tina Lambert
About this setting
Unique reference number (URN): EY464272
Address:
Horne Village School
Church Road
Horne
Surrey
RH6 9LA
Type: Childcare on non-domestic premises
Registration date: 04/06/2013
Registered person: Collyer, Angela
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30
Local authority: Surrey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 29 May 2026
Children numbers
About this inspection
The inspector spoke with leaders, practitioners and children during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Age range of children at the time of inspection
0 to 4
Total number of places
30
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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