Ducklings Bow Brickhill

What is it like to attend this early years setting?

The manager arranges a simple and straightforward but highly effective curriculum, with clear intentions for what children will learn. This precisely focuses on what children need to learn most, such as building independence, being sociable and developing their language and communication skills. This highly inclusive and well-planned curriculum helps all children to experience learning that meets their specific needs. Staff understand how to adapt their teaching approach for children with special educational needs and/or disabilities (SEND). They talk in short sentences, repeating and reinforcing ideas. This form of communication suits the needs of children who are learning about language and need different ways to communicate their needs. The support for children with SEND is highly effective, and all children take part and join in, benefiting from the ambitious curriculum.

Staff create a warm, welcoming and inclusive environment. Staff greet children on arrival and spend time talking to parents about children's well-being, such as how they have slept. This helps the key persons to know precisely how to support children. Staff are excellent role models for children. Children observe staff and then copy their positive behaviours. Children show their understanding of rules and talk about how they can be kind. Children's behaviour is consistently excellent. Older children are eager to help younger ones. They share their vast knowledge and learning, and all children positively flourish in their development at the pre-school.

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

• The manager recognises that the COVID-19 period meant that children have had different experiences in their early childhood. For some children, extra time with their families has given them very firm foundations in learning that mean they are exceeding expectations for their young age. Consequently, staff ensure that the most-able children experience greater challenge in their learning. They adapt the curriculum and work effectively with the local village school to expand on children's already superb knowledge and skills. Staff have learned about phonics programmes to support children's early literacy development. This is one example of how staff are proactive in working with other professionals to provide a curriculum that encourages all children to reach their full potential.
• Staff skilfully adapt the curriculum for children with SEND. They are so confident in their delivery of the curriculum that they make everyday changes to ensure that all children receive the exact support they need. Staff work successfully with other professionals to exchange information about children's progress. As a result, they develop finely tuned plans that are understood by all staff, to provide targeted support for children.
• Children learn to program familiar, simple technology to advance their learning.
• For example, they ask electronic devices to play their favourite songs and to answer their questions. Children view electronic devices as a learning tool, and seamlessly incorporate technology into their learning experiences in meaningful and practical ways.
• Staff recognise the successes of the curriculum. They are proud of how well children learn to be sociable and caring individuals. Children show a great deal of empathy for others and show real kindness and respect as they play and learn. Despite their very young ages, children are establishing genuine friendships with each other and show absolute joy in playing together.
• Staff recognise what makes children unique and individual. Staff engage with children, talking at length about the things that they celebrate at home and what makes them special. This helps to value children's vast range of experiences and fosters an environment where children know about each other and truly celebrate their similarities and differences.
• The pre-school has a strong sense of identity and plays a vital part within the local community. Staff and children are proud of their pre-school, and families say that they feel welcome and partners in children's education. Families receive an abundance of information, support and advice from staff that helps them to further embed children's learning at home.
• The provider has superb, supportive oversight of the provision, which includes the effectiveness of the curriculum and its implementation. The provider has reformed the training programme for staff and this now focuses much more on what staff need to know in order to maximise their effectiveness. This has a tangible, positive impact on the exceptional quality of the provision.