Buttercup Pre School

Inspection of Buttercup Pre School Cayton Cp School, Mill Lane, Cayton Bay, SCARBOROUGH, North Yorkshire YO11 3NN

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

Staff create extremely strong bonds with children. They know and are sensitive to each child's individual emotional needs and well-being. All children, including those who may be shy or reserved, are highly confident and flourish. Children are highly motivated learners and demonstrate excitement in what they are learning. For example, when a snail that the children have found in the garden escapes up the pre-school wall children laugh in amazement at how far it has travelled. Staff are an excellent role model for children to learn from. They consistently teach children about the impact of their behaviour and have high expectations of them. All children are keen to help others, understand the rules and routines and instinctively follow them. For instance, when a child is upset, children voluntarily apologise and check that the child is ok without prompts from staff. This helps children to feel safe and secure.

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The provision is outstanding

Staff plan an ambitious curriculum for children. This is sequenced to help them acquire the skills and knowledge needed before they start school and develop a wonderful understanding of the world around them. Staff deliver intentional and exceptional teaching that links to children's individual needs. For example, at snack and mealtimes staff discuss ingredients in their food. Children explain that they do not share their food in case of allergies, and it makes other children poorly. Staff create a positive, friendly atmosphere where enjoyment and meaningful learning are key.

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need to do better?

n Staff support children's communication and language skills exceptionally well. They carefully listen to what children say. For example, staff implement a language programme to focus on children's understanding of words. Staff use important talk time to embed and clarify children's knowledge on keeping safe. Children describe seeing lifeguards who are 'safe strangers' at the beach. They explain they do not look under toilet doors to maintain their friends privacy. Children feel valued and respected. n Children's curiosity and sense of wonder are promoted through careful consideration of the type of resources, equipment and learning areas created, both indoors and outside. For instance, staff and children have created a planting and growing area based on the book 'Anywhere Farm'. Children have used a variety of receptacles to plant vegetables including bottles, tea pots and pans, with the understanding that they can grow anywhere.

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need to do better?

n Staff teach children essential knowledge in mathematics. Children love to join in with number games and rhymes as they bounce the 'cheeky monkeys' on a piece of lycra. Children use tape measures to measure the height of the doors and children describe 'full' and 'empty' as they pour water down the pipes.

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need to do better?

3 June 2025 Children use mathematical language in their play. n Staff consider their approach to children's personal development well. Children learn how to manage their own self-care and hygiene from a young age. This includes learning how to brush their teeth properly and how to make healthy food choices. Children competently pour their milk onto cereals and pour their own drinks. They demonstrate good dexterity as they open packets and peel their fruit at lunch time. n Staff work in partnership with external agencies to ensure children with special educational needs and/or disabilities receive the targeted support they need to thrive. They take on board and implement any ideas and advice given. Additional funding is used exceptionally well. For example, resources used by visiting professionals have been purchased to provide consistency of learning. This helps children to make wonderful progress across all areas of learning.

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need to do better?

n Partnerships with parents are superb. Staff ensure parents are fully updated about their child's progress within the pre-school. At parent meetings, staff share ideas with parents to continue children's learning at home. Parents express how much progress children have made especially regarding their speech, language and confidence since starting at the pre-school. n Leaders and staff are passionate about the pre-school. They strive for continuous improvement through reflective practice. Staff have an excellent working relationship with each other. They work tirelessly to plan for children's learning. Staff consider each child's needs, interests and abilities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first

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Setting details

Unique reference number EY241713 Local authority North Yorkshire Inspection number 10388343 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 27 Number of children on roll 114 Name of registered person Woodhead, Claire Emma

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reference number

Telephone number 07890 285801 Date of previous inspection 8 July 2019

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Information about this early years setting

Buttercup Pre School registered in 2002 and operates in the grounds of Cayton Primary School. The pre-school and out-of-school club employs seven members of childcare staff. Six hold appropriate early years qualifications at level 3 and one holds an early years professional at Level 6. The pre-school and out of school club opens five days a week from 7.45am to 6pm, term time only. The nursery provider offers the government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The manager spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a communication and language activity with the manager. n The inspector spoke to several parents during the inspection and took account of

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Inspection activities

their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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Inspection activities

We carried out this inspection 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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Inspection activities

3 June 2025 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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