Butterfly's Nursery

Butterfly's Nursery
Unique reference number (URN): EY413249
Address: Butterfly's Nursery, 30 Lyon Street, WARRINGTON, WA4 1LN
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/09/2010
Registers: EYR
Registered person: Winstone, Angela
Inspection report: 14 January 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.

Expected standard
Behaviour, attitudes and establishing routines Expected standard
Children behave well in the setting. Staff respond appropriately to any unwanted behaviour.
This helps children to feel safe and understand clear boundaries. As a result, children know
what is expected of them and follow the nursery routines confidently. They understand what
will happen next and participate well in daily activities.
Leaders promote the importance of regular attendance and are successful in ensuring
children attend regularly. They carefully organise sessions to allow families regular contact
with the nursery. This supports children to establish secure routines and prepares them well
for their transition to school. Toddler-aged children show secure levels of engagement,
sustaining their play for extended periods, before choosing to move on to new activities.
Staff focus on sharing and turn-taking skills with younger children. This helps children to
learn appropriate expectations for their age and stage of development.
Staff provide a warm and nurturing environment, where children feel safe and valued.
Secure relationships between staff and children support children's emotional wellbeing. For
example, when children are beginning to feel tired, they find a familiar adult for a cuddle.
Staff model positive behaviour, encourage turn-taking and reinforce their expectations
promptly. Children are kind and considerate towards one another. Older children are starting
to show empathy and compassion during play and transitions. They play cooperatively,
supporting the development of effective social skills.
Children's welfare and wellbeing Expected standard
Leaders have created a safe and welcoming environment. They meet children's personal
needs and promote good manners and social skills well. Children enjoy learning and
confidently access all areas of the provision. Staff are attentive and readily available
throughout the day, which helps children to feel secure and supported. Staff support children
with special educational needs and/or disabilities to learn the routines and understand their
behavioural expectations. Staff follow children's lead and allow them to choose what they
would like to explore, such as spinning and stacking toys. This helps children to regulate
their emotions and enjoy their experiences at the setting.
Staff know children well and confidently discuss their interests and friendship groups. Key
staff in the rooms are responsible for planning activities that interest the children and provide
exciting opportunities. Leaders promote the importance of attendance across the setting.
They adapt children's funded sessions to ensure that children attend the setting daily. This
helps to prepare children and families for their next stage of their learning and highlights the
importance of punctuality and attendance.
Inclusion Expected standard
Leaders have created an inclusive culture, where all children are welcomed, valued and
supported. The setting works closely with the local authority to accommodate all children

Needs attention
within the community. Staff identify children's individual needs promptly through effective
observation, assessment and ongoing communication with parents, carers and
professionals. This ensures that appropriate support is put in place early, particularly for
children with special educational needs and/or disabilities (SEND). All staff receive training
and guidance to support children with SEND successfully. Although there are weaknesses
within the curriculum, those children with SEND have individual plans tailored to help them
meet their next steps in development. For example, for those children working on their
understanding of transitions, staff consistently use visuals to help them.
Leaders take appropriate and thoughtful actions to reduce barriers to children's learning and
wellbeing. They make adaptations so that children can fully access the setting and routines.
For example, calm spaces, such as the sensory den, provide children who need additional
emotional support with opportunities to regulate their feelings. Leaders use early years pupil
premium funding effectively to provide targeted resources and enrichment activities, such as
their extra-curricular dance session. Leaders also work closely with families and agencies to
support children known, or previously known, to children's social care, prioritising their
emotional security and progress.
Achievement Needs attention
Children generally make some progress from their starting points. However, this is not
reflective of the progress that children are fully capable of. Individual children do not always
experience the tailored ambition and support they deserve to meet the next steps in their
development. Children do not always benefit from sequenced learning, which hinders their
achievement. However, there are some aspects which are working well. For example,
children who initially joined the setting feeling extremely shy and reluctant to engage in
activities or social situations now confidently take part in group experiences and seek
support from staff when needed. Children who were previously non-verbal are beginning to
develop their communication skills and are increasingly able to express their needs using
Makaton and gestures. Children are generally happy and display secure attachments with
the staff who care for them. This supports children's personal social and emotional
development.
Children display a sense of pride in their achievements. For example, children using
threading boards eagerly show staff when they have managed to complete it correctly. This
builds children's confidence and helps them to become resilient. Despite the weaknesses in
the curriculum planning, when children are able to take part in activities they enjoy, they
remain engaged. This supports children to develop their concentration skills in preparation
for their next transition on to school.
Curriculum and teaching Needs attention
Staff-to-child interactions are generally effective. Staff plan a range of activities across all
areas of learning, particularly personal, social and emotional development. They use their
knowledge of children and assessments to identify barriers to their learning. For example,

they focus support on those children who may be more at risk of falling behind in their
development by engaging them in activities to build their concentration skills and social
development. Staff plan a range of activities and follow children's interests, which keeps
children engaged and motivated to take part. However, the curriculum does not consistently
build on what children already know and can do or focus clearly on what they need to learn
next.
Children demonstrate good levels of independence. They are helpful and show empathy
towards their peers during their play. Staff support children's early mathematical
development well, particularly for younger children. For example, during sand play, children
count different-sized cups, and staff use language related to size, shape and measure. Staff
support children's physical development effectively. For example, they help children to learn
to balance, push and manoeuvre ride-on equipment in the outdoor area, promoting strength
and coordination.
Children have access to a wide range of activities and experiences. However, staff do not
sufficiently tailor these to children's differing stages of development. For example, while
toddlers enjoy sensory activities, such as ice play, staff do not extend their learning through
meaningful conversation to support the language development of children who need this
most.
Leadership and governance Needs attention
While leaders provide ongoing feedback to staff, this is not consistently precise enough to
identify and address underlying weaknesses in teaching. They do not consistently use
supervision sessions and professional discussions to focus on improving the delivery of an
individualised curriculum for all children. In addition, leaders have not yet fully identified key
areas for improvement, such as the effectiveness of the planning and activities for all
children, to support an ambitious curriculum. As a result, swift and targeted action to
improve the quality of education is not consistently happening.
Leaders have an understanding of the setting's context, including its strengths and
challenges. They have adapted the provision accordingly, and this supports the families they
cater for. Leaders place a clear emphasis on staff's wellbeing, resulting in a positive and
supportive team culture. Leaders engage effectively with parents and carers and external
professionals to ensure that children settle quickly and that individual care needs are well
understood and met. For example, leaders liaise with local professionals to ensure that
children receive their entitlement in the local community despite any emerging needs.
Leaders are mindful of staff's workload, and as a result, the stable and long-standing staff
are happy and enjoy working at the setting. Parents speak positively about the setting and
value its role in the local community.

What it's like to be a child at this setting
Leaders have designed a curriculum that ensures all children gain a range of different
experiences during their time in the setting. However, the planning of activities does not
always ensure that staff focus on children's individual next steps in their development. For
example, staff mostly plan around children's interests. While this keeps children engaged
and they enjoy their time, activities are not typically focused on supporting children to make
the progress of which they are capable. As a result, at times, children do not have
opportunities to build on their existing knowledge and extend their learning.
Children are happy at this home-from-home setting. They arrive at the setting and go to put
their coats and bags away on their pegs. All children demonstrate secure relationships with
the staff who look after them and their peers. Staff are considerate of children's needs and
help them to feel safe and secure in the setting. Interactions between staff and children are
warm and respectful. All children are happy to see the familiar staff who care for them daily.
Children play collaboratively with their friends. For example, they pretend to be doctors and
check for one another's heartbeats with a stethoscope. Leaders and staff know the children
and their families extremely well. This ensures that all children feel confident and
comfortable while forming secure relationships with their friends.
Leaders and staff support children with special educational needs and/or disabilities, along
with those who are disadvantaged. They welcome all families and keep them informed of
their children's progress through a communication app. For example, staff upload
observations of different activities that children engage in and write detailed assessments.
This keeps parents and carers updated on their children's progress within the setting.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
plan the curriculum more effectively to meet the
learning needs of individual children
27/02/2026
ensure that staff have regular opportunities for
professional learning to equip them in their roles
27/02/2026

Inspector:
Remi Stennett
About this setting
Unique reference number (URN): EY413249
Address:
Butterfly's Nursery
30 Lyon Street
WARRINGTON
WA4 1LN
Type: Childcare on non-domestic premises
Registration date: 23/09/2010
Registered person: Winstone, Angela
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00
Local authority: Warrington
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 14 January 2026
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.
A quality assurance visit by an additional inspector was carried out at this inspection.

Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
25
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.
If you would like a copy of this document in a different format, such as large print or Braille,
please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.
You may reuse this information (not including logos) free of charge in any format or medium,
under the terms of the Open Government Licence. To view this licence, visit

www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright