Partou Butterflies Day Nursery & Pre-School

Partou Butterflies Day Nursery & Pre-School
Unique reference number (URN): EY495468
Address: 20 Kingsmead Road North, Prenton, CH43 6TB
Type: Childcare on non-domestic premises
Registered with Ofsted: 03/11/2015
Registers: EYR, CCR, VCR
Registered person: Just Childcare Limited
Inspection report: 27 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
Expected standard
Children's welfare and wellbeing Strong standard
Children's health and wellbeing are given the very highest priority. For instance, on hot and
sunny days, they are offered plenty of fresh drinking water, and staff apply sun cream to help
protect children's skin. Children also wear sun hats to promote their wellbeing. This excellent
attention to children's health is extended to other times of the day. For instance, staff check
the temperature of sleeping children and readjust blankets in a gentle and caring way to
ensure that they remain at an ambient temperature. This exemplifies the first-rate attention
given to children's health and wellbeing by leaders and staff.
Procedures during mealtimes are implemented with exemplary rigour. Staff verbally share
information about children's dietary needs before meals are served to ensure a secure and
consistent understanding among the team. Place cards and coloured-plate systems clearly
identify children's individual needs. These highly effective procedures help to promote
children's excellent health, safety and personal welfare.
Children show an impressive sense of belonging and emotional wellbeing. They confidently
place their personal items onto their pegs after outdoor play, demonstrating mature
independence and emotional security. Children are emotionally connected to the staff who
care for them, seeking them out to join in their games. Health, independence, personal
development and welfare are extremely well promoted in this setting.
Achievement Expected standard
Children solve problems they encounter with a positive can-do attitude. For instance, they
are mesmerised when they discover their favourite toys are encased in hard and slippery
ice. They think critically and resolve this problem by using small tools to gradually chip away
the ice. This requires concentration, resilience and coordination skills to succeed. Children's
interests are incorporated into their play. For instance, children enjoy re-enacting familiar
fairy tales. They each take turns to play the part of the wolf or the little pigs from a favourite
story. Generally, children play cooperatively and enjoy using their imagination to develop
their ideas.
Children become competent mathematicians. For instance, they count in sequence when
playing hide and seek. They also show appreciation of volume and quantity as they
measure water in different containers and describe these as 'full' or 'empty'. Children enjoy
their play, and their curiosity and intrigue creates a catalyst for their steady progress. They
acquire key skills and are well prepared for the next stage in their learning. Children
understand instructions and hear lots of language as they play. However, opportunities for
older children to practise their conversational skills are not always fully supported.

Behaviour, attitudes and establishing routines Expected standard
Children display a positive can-do attitude, which enables them to thrive when faced with
difficult tasks. Furthermore, children are eager and excited to learn. These positive attitudes
together create a secure foundation and springboard for children's successful learning
journey.
Staff recognise children's achievements and celebrate these through timely praise and
recognition for their efforts. For instance, 'star of the week' certificates are presented to
boost children's confidence and raise their self-esteem. Staff and children share positive
relationships, which further enhance children's sense of belonging.
Typically, children behave well. They take turns when playing hide-and-seek and wait
patiently for their meals to be served at lunchtime. They are respectful and are often heard
using manners when they interact with others. Occasionally, older children find sharing and
waiting for popular toys difficult. Staff step in and respond quickly to resolve any minor
disagreements, and cooperative play resumes. However, staff do not extend their teaching
to help children understand how their actions and behaviours may affect others.
Children's attendance is closely monitored, and any absences or lateness are quickly
followed up by staff and leaders. Attendance and punctuality are consistently high, impacting
positively on children's progress.
Curriculum and teaching Expected standard
Leaders' design, and staff subsequently deliver, a well-sequenced and ambitious curriculum
for all children. Collectively, staff and leaders have an unwavering commitment to support
progress. Children's knowledge and skills build and develop over time, ensuring that they
make steady progress from their starting points. They learn the basics first before moving on
to more complex concepts and skills.
Staff know children extremely well and make effective use of their observations and
assessments to target teaching where children need additional support. They update and
refresh their next steps monthly to ensure that these are accurate. The systems for
assessment are simple and effective.
Staff meticulously plan interesting and exciting activities that capture children's curiosity and
imagination. They invest time and energy creating a stimulating and enjoyable environment
and programme of play. This successfully fosters children's thirst to learn. Staff make subtle
adaptations to games and planned tasks to enable everyone to join in, including those
children with special educational needs and/or disabilities.
Generally, staff support children in their communication and language skills. For instance,
staff sing, provide narration and introduce new descriptive words during play to extend
vocabulary. However, sometimes staff who work with older children use closed questions
when interacting, which does not always extend children's conversation skills.

Inclusion Expected standard
This is an inclusive setting. Staff generally know families' backgrounds and life stories well
and use this knowledge to offer tailored care that helps them overcome the challenges they
face. For instance, children who have recently welcomed new siblings into their families are
offered greater emotional support to help them readjust. This exemplifies how staff use their
knowledge of family dynamics to adapt and meet children's ever-changing needs.
Furthermore, children with special educational needs and/or disabilities benefit from
carefully considered support. For instance, some children receive one-to-one care from
experienced support staff to ensure that their needs are quickly met and they make the
progress they are capable of.
Staff typically work closely with wider professionals, such as speech and language
therapists. They seek their advice when needed and make good use of their expertise to
shape the support offered for children. Each and every child benefits from an individually
curated curriculum.
Some children receive additional funding. Leaders carefully consider how to use this funding
to improve children's experiences and progress. They monitor the impact of spending
closely to ensure that it successfully supports children's learning. This demonstrates that
leaders place children's needs and interests at the centre of their decision-making.
Leadership and governance Expected standard
A new leadership team has had a tremendous impact on the quality of this provision. It has
worked with dedication and pace to make improvements since the last inspection. However,
there are still some areas of practice that would benefit from further improvements. Leaders
show capacity to continue this trajectory of development for the benefit of the families and
children who attend.
Leaders have a clear vision to create a happy and safe environment where children's
individual personalities and uniqueness can flourish. They have a mantra to 'support and
nurture'. These values permeate through everything staff do, and they accomplish this vision
and much more beyond.
Parents speak positively about their experiences and, in particular, they praise the staff for
their kind and affectionate approach. Parents are welcomed into the setting during stay-and-
play sessions, which help foster links with home. Furthermore, regular meetings between
staff and parents ensure that children's development is understood by everyone. Children
benefit from this joined-up approach between home and the setting.
Staff's workload and wellbeing are carefully managed by compassionate and considerate
leaders. Staff comment that they are happy in their work. This impacts positively on their
motivation and drive to offer high-quality service.
Staff have access to a convenient online training system to enrich their knowledge and
skills. Although staff have engaged in some wider training, this is not always precisely linked
to their development needs to improve their teaching and impact on outcomes for children.

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
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
There is a tangible atmosphere of calmness created by relaxed and friendly staff. Children
and visitors are warmly welcomed, and children skip into the setting each morning, eagerly
anticipating the fun that awaits them. Children's laughter and enthusiasm are infectious.
When children giggle, staff smile and the entire room is alight with happiness and
enjoyment. For example, children laugh with excitement as they play hide-and-seek

Inspector:
Michelle Latchford
About this setting
outdoors, and the joyful sounds of their play can be heard throughout the garden. This is a
fun place to be, and, in turn, children are settled and content.
Children become deeply engrossed in their play. Their concentration is impressive and often
beyond their age expectations. Children remain immersed and sharply focused. For
instance, toddlers concentrate as they carefully water the garden plants. They take care of
their environment and develop appreciation and awareness of the natural world around
them. Children look after their toys and tidy away after playing, showing impressive
consideration and respect. This positive attitude towards learning is largely due to the
interesting and varied range of activities on offer.
Children trust staff and share lovely relationships with the adults who care for them. For
instance, children run across the room onto staff who wait with open arms. They are
reassured by these warm and affectionate cuddles, which contribute to children's emotional
self-esteem and sense of belonging. Children who attend this setting thrive because they
are stimulated, happy and inquisitive. All of these qualities are continually nurtured by
attentive staff who care deeply about the children in their care.
Next steps
Leaders should make sure older children have opportunities to excel in their
communication skills by ensuring that staff ask open questions to engage children in
discussion at every opportunity.
Leaders should strengthen staff's teaching to help children understand how their actions
and behaviours may affect others.
Leaders should ensure that professional development opportunities are targeted precisely
where staff need additional support.
About this inspection
The inspector spoke with leaders, staff, parents 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.

Unique reference number (URN): EY495468
Address:
20 Kingsmead Road North
Prenton
CH43 6TB
Type: Childcare on non-domestic premises
Registration date: 03/11/2015
Registered person: Just Childcare Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Wirral
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 27 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
70
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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