Buttercup Pre School

Buttercup Pre School The Unit, Cayton School, Mill Lane, Cayton, North Yorkshire, YO11 3NN

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Inspection date

Previous inspection date 23 June 2015 14 May 2009

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This inspection: Good 2

Previous inspection: Outstanding 1 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The quality of teaching is consistently good. Staff use their observations and discussions with children to fully understand their learning needs and interests. Staff then plan a wide range of activities and a stimulating environment based on their wealth of knowledge about each child. As a result, all children make good progress towards their early learning goals.  Staff welcome parents and their children warmly as they arrive in the pre-school. Parents and children play, look at their learning files and chat together with staff. This creates a calm and relaxed atmosphere where children feel safe, secure and happy.  Partnership working is well established. Staff work together well with the host school. Effective routines to introduce children to the school environment are carefully thought through. This means that children are very well prepared as they move on to school.  The manager has a very good knowledge and understanding of the Early Years

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This provision is good

Foundation Stage and leads the pre-school very well. Strengths and weaknesses are clearly identified through the pre-school's evaluation of their practice. Action plans support improvements which consider the needs, feelings and views of parents and children.  Children are supported well to understand risks in the environment and what action needs to be taken to reduce these risks. Staff have very good knowledge and understanding of safeguarding procedures and know the action to take if they are concerned about a child's welfare. Consequently, children are safeguarded.

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It is not yet outstanding because:

 Staff supervision does not focus sharply enough on developing outstanding teaching.  Staff do not always give children enough time to think and respond as they play, or explore activities and resources.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 review the arrangements for staff supervision to focus more sharply on developing outstanding teaching so that children make rapid progress in their learning and development  make sure that staff give children enough time to think and respond during their play and exploration so that children's thinking skills are fully developed.

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Inspection activities

 The inspector observed children's activities indoors and outdoors, speaking with children, staff and parents at appropriate times throughout the inspection.  The inspector took account of the views of parents and carers spoken to on the day and through written feedback.  The inspector carried out a joint observation with the manager.  The inspector looked at a range of documentation including children's learning files, evidence of suitability and qualifications of staff working with the children.  The inspector held a meeting with the manager of the pre-school.

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who attend. This is good

The manager and staff have very good understanding of how children learn and develop because they are well qualified in their roles. They continually assess children's progress across all areas of learning and keep up to date with what children can do at home. For example, parents write down new things that children have learnt to do, adding their leaf onto the celebration tree. This then provides staff with useful information about home learning as they chat more with children about what they have done. Staff promote children's love of reading. The newly established library has a good selection of books which children can choose from. Staff use a good range of teaching strategies as they support children's play and learning. They talk to children about the new skills that they have learnt. However, on occasions children are not given enough time to think and respond, for example, as they make sand castles and see an aeroplane passing overhead.

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who attend. This is good

Staff ask lots of questions without allowing children time to think. This means that opportunities to further extend children's thinking skills are sometimes missed.

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good

The environment is welcoming and creates a good sense of belonging for children. There are photographs of children engaged in recent activities in the main entrance. This stimulates discussion as children recall past events. Children's development files and communication books are stored in their own trays. As a result, children and parents access them freely and see the progress and development children are making. The range of resources is very good and includes equipment which can be used imaginatively and in a variety of ways. For example, children select their own resources and have great fun playing with water for long periods of time. They blow through pipes, use toothbrushes to investigate patterns and write their names on the nearby board. Consequently, children are confident, self-motivated and independent learners. Children really enjoy snack time in their cafe. They collect everything that they need, talk with their friends and staff, and

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good

wash their own pots when they have finished. This routine time is used expertly by staff to further develop children's communication and language, their social and physical skills.

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provision is good

Staff are well motivated. They know and understand their roles and responsibilities, and work together well. The manager provides staff with many different opportunities to continue their professional development. Staff attend a wide variety of local authority training courses. New ideas are met positively by the whole staff team, who are always looking for ways to improve their already good practice to ensure positive outcomes for children. However, there is scope to improve the current supervision arrangements for staff. For example, these sessions do not focus sharply enough on developing teaching so that it is inspirational and consistently of a very high quality. As a result, children are not making rapid progress in their learning and development.

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Setting details

Unique reference number EY241713 Local authority North Yorkshire Inspection number 848309 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 23 Number of children on roll 35 Name of provider Claire Emma Woodhead Date of previous inspection 14 May 2009 Telephone number 07890 285801

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Setting details

Buttercup Pre School was registered in 2002 and operates in the grounds of Cayton Primary School. The pre-school employs four members of childcare staff. All staff hold appropriate early years qualifications at level 3. The pre-school opens five days a week from 8am to 4pm, term time only. The pre-school provides funded early education for two-, three- and four-year-old children.

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Setting details

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Setting details

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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