Buttercup Pre School

What is it like to attend this early years setting?

Staff create extremely strong bonds with children. They know and are sensitive to each child's individual emotional needs and well-being. All children, including those who may be shy or reserved, are highly confident and flourish. Children are highly motivated learners and demonstrate excitement in what they are learning. For example, when a snail that the children have found in the garden escapes up the pre-school wall children laugh in amazement at how far it has travelled. Staff are an excellent role model for children to learn from. They consistently teach children about the impact of their behaviour and have high expectations of them. All children are keen to help others, understand the rules and routines and instinctively follow them. For instance, when a child is upset, children voluntarily apologise and check that the child is ok without prompts from staff. This helps children to feel safe and secure.

Staff plan an ambitious curriculum for children. This is sequenced to help them acquire the skills and knowledge needed before they start school and develop a wonderful understanding of the world around them. Staff deliver intentional and exceptional teaching that links to children's individual needs. For example, at snack and mealtimes staff discuss ingredients in their food. Children explain that they do not share their food in case of allergies, and it makes other children poorly. Staff create a positive, friendly atmosphere where enjoyment and meaningful learning are key.

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

• Staff support children's communication and language skills exceptionally well. They carefully listen to what children say. For example, staff implement a language programme to focus on children's understanding of words. Staff use important talk time to embed and clarify children's knowledge on keeping safe. Children describe seeing lifeguards who are 'safe strangers' at the beach. They explain they do not look under toilet doors to maintain their friends privacy. Children feel valued and respected.
• Children's curiosity and sense of wonder are promoted through careful consideration of the type of resources, equipment and learning areas created, both indoors and outside. For instance, staff and children have created a planting and growing area based on the book 'Anywhere Farm'. Children have used a variety of receptacles to plant vegetables including bottles, tea pots and pans, with the understanding that they can grow anywhere.
• Staff teach children essential knowledge in mathematics. Children love to join in with number games and rhymes as they bounce the 'cheeky monkeys' on a piece of lycra. Children use tape measures to measure the height of the doors and children describe 'full' and 'empty' as they pour water down the pipes.
• Children use mathematical language in their play.
• Staff consider their approach to children's personal development well. Children learn how to manage their own self-care and hygiene from a young age. This includes learning how to brush their teeth properly and how to make healthy food choices. Children competently pour their milk onto cereals and pour their own drinks. They demonstrate good dexterity as they open packets and peel their fruit at lunch time.
• Staff work in partnership with external agencies to ensure children with special educational needs and/or disabilities receive the targeted support they need to thrive. They take on board and implement any ideas and advice given. Additional funding is used exceptionally well. For example, resources used by visiting professionals have been purchased to provide consistency of learning. This helps children to make wonderful progress across all areas of learning.
• Partnerships with parents are superb. Staff ensure parents are fully updated about their child's progress within the pre-school. At parent meetings, staff share ideas with parents to continue children's learning at home. Parents express how much progress children have made especially regarding their speech, language and confidence since starting at the pre-school.
• Leaders and staff are passionate about the pre-school. They strive for continuous improvement through reflective practice. Staff have an excellent working relationship with each other. They work tirelessly to plan for children's learning. Staff consider each child's needs, interests and abilities.