Welcome to Butterfly’s
Welcome to Butterfly’s. We are a pay-as-you-go children’s crèche offering affordable childcare for the community.
We are a team of friend’s qualified and experienced in childcare and education. Using all our unique talents to bring this new concept of pay as you go child care to the centre of Hemel.
We provide hourly child care at £5 per hour with discounts available. Our unique service provides parents & carers the space and freedom to take some time out for themselves, to shop attend the gym or simply have a coffee.
Feel free to pop in and say hello and book your session
Thank you for reading and we look forward to seeing you soon.
§ provide high quality care and education for children;
You are regarded as members of our setting who have full participatory rights. These include a right to be:
We aim to ensure that each child:
Provision for the development and learning of children from birth to 5 years is guided by the Early Years Foundation Stage. Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage (DfE 2014):
Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.
Children learn to be strong and independent through positive relationships.
Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.
Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision including children with special educational needs and disabilities.
Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.
The Areas of Development and Learning comprise:
For each area, the level of progress that children are expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what it is expected that children will know, and be able to do, by the end of the reception year of their education.
The Early Years Outcomes (DfE 2013) guidance sets out the likely stages of progress a child makes along their progress towards the Early Learning Goals. Our setting has regard to these when we assess children and plan for their learning. Our programme supports children to develop the knowledge, skills and understanding they need for:
Personal, social and emotional development
Communication and language
Understanding the world
Expressive arts and design
Learning through play
Being active and playing supports young children’s learning and development through doing and talking. This is how children learn to think about and understand the world around them. We use the EYFS statutory guidance on education programmes to plan and provide opportunities which will help children to make progress in all areas of learning. This programme is made up of a mixture of activities that children plan and organise for themselves and activities planned and led by practitioners.
Characteristics of effective learning
We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the Early Years Foundation Stage as:
We aim to provide for the characteristics of effective learning by observing how a child is learning and being clear about what we can do and provide in order to support each child to remain an effective and motivated learner.
We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations, as well as from photographs or videos of the children, to document their progress and where this may be leading them. We believe that parents know their children best and we will ask you to contribute to assessment by sharing information about what your child likes to do at home and how you, as parents, are supporting development.
We make periodic assessment summaries of children’s achievement based on our on-going development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals, as well as times of transition, such as when a child moves into a different group or when they go on to school.
The Early Years Foundation Stage requires that we supply parents and carers with a short-written summary of their child’s development in the three prime areas of learning and development - personal, social and emotional development; physical development; and communication and language - when a child is aged between 24 - 36 months. Your child’s key person is responsible for completing the check using information from on-going observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.
We keep a record of achievement for each child. Your child's record of achievement helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress.
Your child's key person will work in partnership with you to keep this record. To do this you and he/she will collect information about your child's needs, activities, interests and achievements. This information will enable the key person to identify your child's stage of progress. Together, we will then decide on how to help your child to move on to the next stage.
We maintain the ratio of adults to children in the setting that is set by the Safeguarding and Welfare Requirements. We also have volunteer parent helpers, where possible, to complement these ratios. This helps us to:
Jasmin - Owner/Manager - Jasmin is a mother of 2, with her youngest being 7. She is DBS checked and has a diploma in pre-school practice and education. With over 28 years of working in the child care sector, from managing settings to running her own consultancy in supporting challenging child care practices in need of help
Rachael - Deputy Manager/Admin - Rachael is a mother of 2, She is DBS checked. she has a level 3 in Child Care and Education. She has a level 2 in food hygiene. Rachael has been working with children in various roles for over 15 years and is passionate in delivering great service to children and their families.
Natasha - Play Supervisor/Admin - Natasha has a young son, She is DBS checked. She has been studying childcare since she was in school and has been working and volunteering with children ever since. She is looking forward to working closely with us to gain more qualifications as time goes on.
Sarah - Play Supervisor - Sarah is a mother of 2. Sarah has an NVQ level 2 qualification in hair dressing and is a qualified nail technician, she is DBS checked and is passionate about helping children reach their potential.
Mel - Play Supervisor - Mel is a mother of 2 & has NVQ level 1 & 2 and a City & Guilds level 3 in floristry. She is DBS checked and is looking forward to a new career path.
Sophie - Play Supervisor - Sophie is a mother of a 4 year old, and works in a nursery as well as helping us out from time to time. She is fully DBS checked.
Andy - Volunteer - Andy is a dad of 2, he is a qualified chef & is DBS checked, Andy has experience working in a wide range of settings.
Jackie - Volunteer Play Supervisor - Jackie has an NVQ 2 in childcare & education. Jackie enjoys volunteering with us as well as gaining herself some experience in this industry. She is fully DBS checked.
We are open 9.30am-2.00pm Monday to Friday.
We are open during term time and some of the school holidays, for more information please speak to a member of staff.
Our setting recognises parents as the first and most important educators of their children. All of our staff see themselves as partners with parents in providing care and education for their children. There are many ways in which parents take part in making our setting a welcoming and stimulating place for children and parents, such as:
Our setting uses a key person approach. Sessional children will have a permanent key worker whereas adhoc children will receive a key worker daily. Your child's key person will be the person who works with you to make sure that the childcare that we provide is right for your child's particular needs and interests. When your child first starts at the setting, he/she will help your child to settle and throughout your child's time at the setting, he/she will help your child to benefit from our activities.
As well as gaining childcare qualifications, our staff take part in further training to help them to keep up-to date with thinking about early years care and education. We also keep up-to-date with best practice, as a member of the Pre-school Learning Alliance, through Under 5 magazine and other publications produced by the Alliance. The current copy of Under 5 is available for you to read. From time to time we hold learning events for parents. These usually look at how adults can help children to learn and develop in their early years.
Our setting believes that care and education are equally important in the experience which we offer children. The routines and activities that make up the day in our setting are provided in ways that:
We organise our sessions so that the children can choose from, and work at, a range of activities and, in doing so, build up their ability to select and work through a task to its completion. The children are also helped and encouraged to take part in adult-led small and large group activities, which introduce them to new experiences and help them to gain new skills, as well as helping them to learn to work with others. Outdoor activities contribute to children's health, their physical development and their knowledge of the world around them. The children have the opportunity, and are encouraged, to take part in outdoor child-chosen and adult-led activities, as well as those provided in the indoor playroom(s). We cater for the children’s individual needs for rest and quite activities during the day.>
We make snacks and meals a social time at which children and adults eat together. We plan the menus for snacks so that they provide the children with healthy and nutritious food. Please tell us about your child's dietary needs and we will plan accordingly. All meals must be provided by the parent/carer for the child, Butterfly’s do not provide meals only snacks.
We provide protective clothing for the children when they play with messy activities. We encourage children to gain the skills that help them to be independent and look after themselves. These include taking themselves to the toilet and taking off, and putting on, outdoor clothes. Clothing that is easy for them to manage will help them to do this.
Our staff can explain our policies and procedures to you. Copies of which are available on our website or can be obtained from a member of staff.
Our policies help us to make sure that the service provided by our setting is a high quality one and that being a member of the setting is an enjoyable and beneficial experience for each child and her/his parents.
Our staff and parents work together to adopt the policies and they all have the opportunity to take part in the annual review of the policies. This review helps us to make sure that the policies are enabling our setting to provide a quality service for its members and the local community.
Information we hold about you and your child
We have procedures in place for the recording and sharing of information/data about you and your child that is compliant with the principles of the General Data Protection Regulations (2018) as follows:
The data is we collect is
When you register your child with us we will provide you with a privacy notice that gives you further details of how we fulfil our obligations with regard to your data.
Our setting has a duty under the law to help safeguard children against suspected or actual ‘significant harm’. Our employment practices ensure children against the likelihood of abuse in our setting and we have a procedure for managing complaints or allegations against a member of staff.
Our way of working with children and their parents ensures that we are aware of any problems that may emerge and can offer support, including referral to appropriate agencies when necessary, to help families in difficu
To make sure that our provision meets the needs of each individual child, we take account of any special needs a child may have. We work to the requirements of the Special Educational Needs and Disability Code of Practice: 0 to 25 years (2015).
Our Special Educational Needs Co-ordinator is Jasmin Gregitis
The fees are £5 per hour. Sessional children payments to be made weekly and adhoc children payments to be made daily, before leaving your child with us. Fees must still be paid if children are absent without 24 hours’ notice.
The first days
We want your child to feel happy and safe with us. To make sure that this is the case, our staff will work with you to decide on how to help your child to settle into the setting. Our policy on the Role of the Key Person and Settling-in is enclosed with this prospectus or is available from Rachael.
We hope that you and your child enjoy being members of our setting and that you both find taking part in our activities interesting and stimulating. Our staff are always ready and willing to talk with you about your ideas, views or questions.
Rachael : 07403052235
Jasmin : 07734422006