Tiptoe Butterflies preschool

Inclusion: Strong standard

Leaders are committed to creating a highly inclusive culture where children's individual needs are swiftly identified and supported effectively. They use detailed observations and assessments to recognise children's needs, particularly for those with special educational needs and/or disabilities. Children benefit from targeted, timely support. This includes small-group activities and specialist input from speech and language therapists, who collaborate closely with staff and children. Guidance from other professionals is incorporated into everyday practice, such as focused communication and language sessions. Additionally, structured activities, such as 'bucket time', support children to concentrate and participate fully.

Children's progress is carefully monitored through assessments, parent reviews and regular meetings with other professionals. Furthermore, staff, families and external agencies, including educational psychologists, work in collaboration to develop and review education, health and care plans. This helps to ensure support is tailored to each child. Leaders are committed to identifying pupils' needs and ensuring that appropriate support is put in place and reviewed over time. They provide staff with training, including special educational needs coordinator-led training. This enables staff to implement interventions effectively.

Leaders use early years pupil premium funding to provide targeted resources and activities that support children from disadvantaged backgrounds. For example, they obtain games to support emotional regulation and understanding and resources to support physical development. Furthermore, leaders work closely with external agencies to support children known, or previously known, to children's social care. This helps all children to receive consistent, tailored support to help them thrive.

Curriculum and teaching: Expected standard

Leaders have designed an engaging curriculum that prioritises children's communication and language development and outdoor learning. Staff deliver a range of adult-led activities, such as nature walks, large-group story sessions, movement to music, and options for child-initiated play. Small-group sessions are used effectively to support children with communication and language delays and those with special educational needs and/or disabilities. This supports children's concentration and development of cognitive skills.

The curriculum is connected to themes, such as Easter and spring. Children enjoy interactive stories. For instance, they join in with familiar phrases, such as 'We're Going on an Egg Hunt'. They explore the outdoor environment with great enjoyment. Children identify and name local birds. This supports their language and observational skills. Staff encourage repetition of words and conversation, which helps to embed new vocabulary and communication across all areas of learning.

Leaders collect information from parents on entry. They use observations to assess children's starting points and plan next steps. Staff make adaptations to teaching where necessary. This helps to support children's individual needs and to participate fully in the learning.

While the curriculum is well-sequenced, mathematics is not yet fully embedded in staff teaching. Staff do not currently plan consistently to help children develop a secure understanding of foundational mathematics, such as counting in sequence, and mathematical language related to size. This does not support children to quickly build on their skills in this area of learning. Despite this, leaders are committed to addressing this through further training for staff.

Achievement: Expected standard

Overall, children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to their learning, make steady progress from their starting points. Children are confident communicators and enjoy interactive story sessions. They repeat familiar phrases and share their thoughts and ideas. Children with speech and language delays benefit from targeted support, including small-group interventions. Children from disadvantaged backgrounds make progress in emotional development through structured resources purchased with additional funding. Children, including those with SEND, develop physical skills and strength through outdoor play and activities that develop their hand control. As a result, they build increasing control, coordination and dexterity.

Children develop independence and confidence in preparation for school. For instance, they self-register and put away their belongings. They learn to concentrate and focus during group activities. This prepares them well for the next stage of their education. Overall, children learn a range of mathematical skills. For example, they count and sort objects as they play. That said, children's achievement in mathematics is less consistent than in other areas of the curriculum due to variations in staff support.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established some expectations for behaviour and routines. Overall, this helps to create a calm and welcoming environment for children. Children understand daily routines, such as placing their belongings on named pegs and self-registering on arrival. They generally follow these routines well and show a sense of belonging. Staff interact with children in a warm and caring manner. This supports them to feel safe and secure. Positive relationships between staff and children underpin children's confidence and willingness to engage in activities.

Children, including those with special educational needs and/or disabilities and those who face barriers to their learning, are supported to develop positive attitudes to learning. They take part in small focus-group activities, which support them to develop their focus and attention. Overall, staff encourage positive behaviour. For instance, reward systems such as taking 'Boris the Bear' home help to motivate children and promote a sense of achievement.

On occasion, however, children do not consistently demonstrate positive behaviours. At times, they find it difficult to share, take turns and remain seated during group activities. While staff generally promote rules and procedures, they are not always consistent in how they support children to understand boundaries. This means that children do not fully understand what is expected of them. Leaders promote the importance of regular attendance and work with parents to reinforce expectations, contributing to children's continuity of care and learning.

Children's welfare and wellbeing: Strong standard

Leaders ensure that effective care practices meet children's individual needs. Staff gather detailed information from parents, including dietary requirements, allergies and toileting needs. They use this information to provide consistent and responsive care. A key person supports all children. This helps them to form secure attachments. Staff interact with children in a warm and respectful manner. As a result, children feel safe and seek comfort from familiar adults. For example, they sit on staff's laps during group time.

Children's health and wellbeing are promoted effectively. Staff provide healthy snacks and encourage good hygiene practices. Children benefit from daily opportunities for fresh air and exercise, which support their physical development. Staff supervise children closely and help them to understand simple safety rules, such as not running inside. This helps to minimise accidents.

Staff support children's wellbeing well. Established routines support children's sense of security, enabling them to feel settled and ready to learn. Staff take account of children's individual needs in their day-to-day practice and ensure that all children are included and able to participate in activities.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and areas for improvement. They prioritise communication and language and outdoor learning. They quickly act on any weaknesses identified and are proactive in identifying further training to improve practice. Staff report that they feel extremely supported. They benefit from regular meetings and supervisions. Professional development, such as special educational needs coordinator training, has strengthened staff's ability to support children with special educational needs and/or disabilities effectively.

Leaders and those responsible for governance are committed to improving outcomes for all children, although the committee recently failed to notify Ofsted of changes in members promptly, as required. They now understand their responsibilities in this area and this did not impact on children's welfare on this occasion.

Leaders ensure that staff receive regular training and updates. Strong partnerships with parents and professionals enhance children's care and learning. Parents are encouraged to support learning at home, such as borrowing books from the lending library. Leaders work closely with external agencies, such as speech and language therapists and portage services. Furthermore, they work in partnership with schools to support smooth transitions. Additional funding is used appropriately to support disadvantaged children, such as purchasing resources and seeking out training for staff. Leaders maintain accurate records for those known to children's social care.