Butterflies Uxbridge Preschool

What is it like to attend this early years setting?

Children run to the door as they arrive at this well-organised pre-school. Children and parents are greeted warmly by caring staff. Staff adapt their care for each child, quickly making plans after a swift handover from parents. For example, parents inform staff if their child slept well or if they ate breakfast, and staff use this information to plan the child's day. Children are given time to settle. They approach their peers to play and seek out staff if they need a reassuring hug.

Staff provide a well-resourced, stimulating indoor play environment. This supports children's development across all areas of the curriculum. Children choose resources from a wide range that is easily accessible to them. Children are confident to move around purposefully to seek out activities they would like to play with. Children use their imaginations and make links to experiences from home. For example, they prepare food in the home corner and approach staff with a plate and spoon to 'eat' what they have made.

Children's behaviour is good. Staff have high expectations for all children. Staff act as role models, demonstrating respectful interactions and communication, which children observe and follow. Children happily follow routines, such as washing their hands, before sitting down for fruit at snack time.

Children with special educational needs and/or disabilities (SEND) are well supported. Leaders and managers make swift referrals for support after sharing observations and seeking consent from parents.

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

• To support children moving into the setting, information is collected from parents relating to children's likes and care routines. Key workers are allocated when children and their families first visit. For example, staff sharing home languages are linked to families who speak English as an additional language (EAL). Activities are planned using children's interests. Children settle well and form strong attachments with staff.
• Key workers make regular observations. They use the information well to assess children's current stage of development. Discussions with parents lead to agreed next steps for learning. Independence with dressing, eating, drinking and toileting are a curriculum focus. However, on occasion, some staff peel fruit and pour drinks without letting children have a go for themselves.
• Staff plan a stimulating environment for children. They create a safe area indoors for physical activities. Mats and foam shapes enable older children to safely jump and roll. Younger children use walkers and buggies to push their 'babies' and manoeuvre around furniture, building their confidence when walking.
• Children participate in adult-led, small-group activities. Staff quickly recognise children who need extra support. Staff have clear learning intentions for children at similar stages of development. For instance, children are supported effectively to make choices, develop turn-taking and sharing skills, or extend their language and vocabulary through stories and singing. Staff also use known strategies to support children's attention and listening. Support is carefully targeted, and all children make good progress.
• Children behave well. Times of change are well managed, and staff's behaviour expectations are embedded. Children stop and raise their hands as staff give clear direction as to what is going to happen next. Children are rewarded with praise for their cooperation. At times, the praise given is general, and children do not receive praise specific to the positive actions seen.
• Parents are full of praise for the staff. Parents feel supported and fully involved in their children's learning. They share how observations from their child's first visit are shared with them. Parents who speak EAL have access to a new online application that can translate observations and information into their home language. Parents proudly share the progress children make and say how much their children enjoy coming each day to see their friends and the staff.
• Leaders and managers have been very creative with recruitment, growing their staff team by offering opportunities for volunteers to access courses leading to professional childcare qualifications. Systems are in place to continually evaluate and reflect on staff practice. Staff state how they are well supported through regular supervision, team meetings and access to online training. Leaders and managers have developed links to the local authority early years team for guidance and support.

What the setting must and should do next

The provider should:

• use everyday activities and routines as further opportunities to encourage children's independence
• ensure children being praised are clear of the behaviour or activity they are being rewarded for.