Big Top Buckingham Park Ltd

What is it like to attend this early years setting?

Children demonstrate high levels of engagement in this close-knit setting. They are supported well to reach their potential as they explore and develop their confidence. The nurturing and safe environment encourages children to challenge themselves and take appropriate risks, which helps them to understand their capabilities and build resilience. For example, children confidently jump on elevated wooden planks in the garden with impressive control and coordination.

Leaders possess an extensive knowledge of the community they serve. They design an ambitious and responsive curriculum that is tailored to children's interests, needs and abilities. A strong focus is placed on developing children's personal, social and emotional skills, alongside communication and language. Staff successfully harness children's natural curiosity and enthusiasm for learning. For instance, they use electronic devices with children to research about minibeasts. Children display inquisitive thinking, such as when they question if turtles have tails. Staff skilfully follow these enquiries to support children's sustained progress, including those with special educational needs and/or disabilities (SEND).

Staff are excellent role models who consistently demonstrate care and compassion, which children mirror. Younger children learn by observing positive behaviours of older ones. Well-established routines are followed. For instance, after children finish their snack, they line up at the door to access the garden. These consistent expectations support children to understand rules and responsibilities, helping to prepare them well for their eventual move to school.

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

• Leaders have worked diligently to address the areas of improvement from the last inspection. They provide an aspirational curriculum that is thoughtfully created to build on children's existing skills and experiences. It is adapted to extend the most-able children and provide focused support for those who need additional help. Staff demonstrate a good understanding of child development. They use ongoing observations to create rich, meaningful learning opportunities that children may not have experienced before and thoroughly enjoy.
• The quality of education is generally of a high standard. Staff's interactions with children are attentive, responsive and encouraging. However, on occasion, during children's play, some staff intervene too quickly, such as when responding to older children's requests to make a model they intend to gift a friend. In these moments, children are not given the opportunity to further develop independent learning skills. As a result, their critical thinking and problem-solving skills are not always fully extended, which are important for continued future success.
• Children make good progress in their communication and language. Staff skilfully expand children's vocabulary by introducing new words. For example, during a storytelling activity, children recall that umbrellas act as shade from the sun. They also learn about the features of a book, where children become familiar with terms such as 'author' and 'illustrator'. Across the setting, children develop an early love for language through songs, rhymes and social conversations.
• Leaders have robust procedures in place for the early identification and support of children with SEND. Through careful observations and ongoing discussions with parents, staff quickly identify children who may be at risk of falling behind. Targeted individual learning plans are introduced promptly and monitored closely by leaders. The staff team works collaboratively with health professionals and external agencies, such as speech and language therapists, to ensure that gaps in their learning are narrowed for children with SEND.
• Leaders are wholeheartedly committed to continually improving the setting. Their well-informed and purposeful action plan drives ongoing progress. Staff share this dedication and work with professionalism and determination. They fully recognise the importance of equipping children with the knowledge and skills to lead a healthy lifestyle. For example, they encourage children to try new tastes and healthy foods to help promote their physical well-being. That said, leaders and staff are yet to establish more effective ways to work in partnership with parents to encourage all aspects of a healthy lifestyle with their children.
• Close and affectionate bonds form with children from the outset. A strong key-person system is in place, where key persons gather detailed information from parents to offer bespoke settling-in sessions. Staff know children very well and are attuned to their evolving interests, which helps to support each child's emotional and social well-being. They strategically provide children's favourite books and toys to encourage participation and engagement in the stimulating indoor and outdoor learning environments. Staff are always on hand to offer sensitive reassurance to help children understand and manage their emotions.

What the setting must and should do next

The provider should:

• support staff to promote opportunities for children to further develop their independent learning, to strengthen their critical thinking abilities and problem-solving skills
• strengthen partnership working with parents to implement more effective strategies to support children in developing and maintaining healthy lifestyles.