Buttercup Preschool

Inclusion: Strong standard

Leaders have an infinite understanding of how to support children with special educational needs and/or disabilities, disadvantaged children, those who are known or previously know to children's social care and those who may face other barriers. Practitioners are making a demonstrable difference to the opportunities and experiences for those children and are consistent in identifying barriers to their learning. Children with physical disabilities receive systematic reasonable adjustments, and adaptations are skilfully made in relation to supporting the physical development of individual children. Early years pupil premium funding is closely aligned with the provider's improvement priorities, with those disadvantaged children providing their preferences for new resources and activities.

Children's individual needs are identified and assessed accurately by practitioners, with referrals made swiftly to external services for support, including access to an educational psychologist. Children who speak English as an additional language and those with other barriers to their learning feel fully supported, with communication shared in the home language of individual families. Staff are well trained in identifying and supporting children's individual needs. They use timely assessments and work closely with families and other professionals to ensure children receive the right support at the right time.

Curriculum and teaching: Expected standard

Leaders have established an effective curriculum that has developed over time and supports children's development across all areas of learning. Practitioners deliver the curriculum confidently, using high-quality interactions, and model language to extend children's communication and understanding. Small, targeted group experiences provide children with the appropriate support while maintaining opportunities for learning in a shared, stimulating environment.

Assessment systems enable practitioners to monitor children's progress effectively and prevent children from falling behind. Regular 6-monthly reviews through an online learning journal help practitioners identify children's starting points, needs and stages of development. Alongside termly tracking for children with special educational needs and/or disabilities (SEND) using the local authority's descriptors and checkpoints, this provides a consistent approach when identifying, monitoring and supporting children with additional needs. These assessments help practitioners identify next steps and work collaboratively with parents and external professionals where appropriate. Information regarding the children's individual needs is shared with the schools that the children go on to attend.

Leaders demonstrate a commitment to inclusion by ensuring children with SEND participate fully in all aspects of the curriculum. Practitioners use funding for disadvantaged children well. For example, an external sports coach promotes physical development, confidence and positive attitudes towards physical activity. Activities and equipment are adapted to meet individual needs, ensuring access for all children.

Achievement: Expected standard

Children make good progress from their starting points and develop the skills needed for a successful transition to school. Practitioners support early writing effectively, evidenced by children confidently demonstrating secure pencil control and an established tripod grip. Disadvantaged children benefit from tailored support and achieve well from their starting points. Through carefully planned sensory experiences and play-based activities, practitioners successfully increase the children's confidence in exploring different textures. Children are active learners and show high levels of curiosity in their play. They demonstrate effective independence skills through tidying up their learning environment and develop healthy habits such as maintaining good hydration throughout the day.

Practitioners promote communication and language through daily story times, nursery rhymes and early mathematics as part of purposeful group activities. The use of visual choice-making encourages children's engagement, while 'What's in the bucket?' sessions develop the children's listening, concentration and readiness to learn effectively.

Behaviour, attitudes and establishing routines: Expected standard

Children demonstrate positive attitudes to learning and behave well because leaders and practitioners have established consistent, high expectations across the setting. Mixed groupings of children and staff deployment support children's individual developmental needs effectively, particularly for children with special educational needs and/or disabilities. Targeted interventions, such as 'bucket' sessions with children who require additional support, successfully develop attention, listening and engagement, enabling children to participate more confidently in learning. Practitioners implement a well-embedded behaviour policy and promote kindness, respect and care through the consistent application of the setting's 'Golden Rules'. Practitioners specifically teach skills including self-control and turn-taking, using visual supports such as sand timers. These strategies help children develop patience, resilience and positive social interactions.

Daily routines are highly effective and well understood by children. Consistent auditory cues for transitions and advance warnings enable children to move calmly between activities, maximising learning time and promoting emotional security. Rolling snack sessions further encourage independence, with practitioners recognising and celebrating children's achievements, such as pouring their own drinks, while ensuring individual dietary and physical needs are fully met.

Warm, trusting relationships between practitioners and children underpin the setting's positive culture. Children collaborate confidently in both indoor and outdoor environments, demonstrating cooperation, communication and respect for one another.

Children's welfare and wellbeing: Expected standard

Leaders have established a nurturing and inclusive environment where children's welfare, wellbeing and individual needs are prioritised. Staff work very closely with parents to ensure children settle confidently. However, opportunities for children and families to spend time together as a pre-school community within the setting are not fully developed, such as marking national occasions together. Policies and procedures are embedded effectively, with staff and parents demonstrating a shared understanding of expectations and implementing these consistently to support positive outcomes for children. Children develop independence through well-established hygiene routines. Practitioners provide sensitive and appropriate care for children with additional needs, ensuring dignity and comfort while promoting independence wherever possible. Children confidently manage handwashing routines before snack, demonstrating an understanding of personal care.

Practitioners know children well and respond sensitively to their individual communication styles, interests and needs. The secure relationships between all children, including those with special educational needs and/or disabilities and their key person, demonstrate how practitioners recognise and respond to non-verbal communication, including vocalisations and gestures, helping children feel valued, understood and a strong sense of belonging.

Children are encouraged to develop confidence, independence and an understanding of safety through carefully managed risk-taking opportunities. For example, children are supported to assess and navigate physical challenges, developing resilience and self-confidence.

The setting provides a nurturing emotional environment where children form secure friendships and engage positively in collaborative and independent play. Leaders focus on inclusion, relationships and wellbeing, ensuring children feel safe, confident and ready to learn.

Leadership and governance: Strong standard

Leaders demonstrate strong and effective practice across safeguarding, inclusion, staff development and curriculum delivery. Detailed and perceptive analysis by leaders enables the strengths to be celebrated and a culture of continuous improvement instilled. Safer recruitment processes are robust, and safeguarding procedures are well embedded. Leaders demonstrate confidence in identifying concerns, completing referrals and working effectively with external agencies to help to protect children.

Leaders have established positive partnerships with families, ensuring communication is inclusive and accessible, particularly for families who speak English as an additional language. Families are encouraged to be active participants in their children's experiences through events and shared opportunities. Leaders use allocated funding for disadvantaged children effectively, identifying children's interests and needs to enhance provision and provide targeted opportunities, including supporting physical development.

There is a clear and ambitious vision for high-quality education and care that prepares children well for their next stage of learning, particularly those with special educational needs and/or disabilities and those who are disadvantaged. Assessment systems, early identification of need and effective partnership working with professionals ensure children receive timely, tailored support that meets their individual needs.