Buttons And Bows Pre-School

Buttons And Bows Pre-School

Unique reference number (URN): EY440993 Address: Sawtry Infant School, Middlefield Road, Sawtry, PE28 5SH Type: Childcare on non-domestic premises Registered with Ofsted: 09/12/2011 Registers: EYR, CCR, VCR Registered person: Buttons and Bows Pre School Committee

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

All children are very well prepared for starting school. They learn to be independent and confident in their self-care. Children learn to dress themselves for outdoor play as they put on their own wellington boots and zip up their waterproof suits. Children are confident to express their own wants and needs and ask for help. Children demonstrate excellent listening and attention skills. They confidently recall previous learning. For example, children remember the instructions they must use to make a robot move forwards, backwards, left and right. They can demonstrate these positions with their hands. Older children build close friendships with their peers. They are kind and understand behaviour expectations, such as patience towards others, sharing and taking turns. Children who face barriers to their learning, including those with special educational needs and/or disabilities, quickly make considerable progress in their learning from their starting points.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create an environment that helps children to feel safe and secure and encourages a positive attitude to learning. Leaders understand the importance of building positive relationships with parents from the beginning. They gather the information needed to help children settle and to provide tailored learning experiences. This helps staff swiftly identify any barriers children may face to their learning. Parents speak positively about their children's key person and the support and information they receive on a regular basis. Leaders help parents understand the importance of regular attendance and monitor this daily.

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Behaviour, attitudes and establishing routines Strong standard

Staff help children to understand and follow the pre-school routines with confidence. These consistent daily routines provide familiarity and a sense of belonging for all children. Staff teach children what is expected of them. For example, they should work together to ensure that the toys are tidied away when the timer has finished. Staff swiftly help children gain excellent social and emotional skills. Children listen well in group activities and can follow instructions well. They can sit and concentrate for extended periods of time. Positive staff interactions help children to engage in their learning and become eager to learn more.

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Children's welfare and wellbeing Strong standard

Staff consistently encourage children to do things for themselves and show respect for the choices children make. Staff provide an environment where children are encouraged to be confident to talk about their feelings and emotions. Staff make children feel safe to ask for help and support if required. Children are taught how to keep themselves safe. For example, staff teach them to keep their hands on their knees when hot water is used in an activity, so they do not get hurt. Children swiftly build trust and a bond with their key person who takes the time to gently settle them in. Parents specifically like the 'family feel' the staff provide for their children. Children receive lots of praise for their achievements, which helps to build their self-esteem. Leaders understand the diverse needs of the children who attend the pre-school and provide tailored support. Children are provided with healthy snacks, which encourages them

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Children's welfare and wellbeing Strong standard

to make healthy food choices. At snack time, children serve themselves and pour their own drinks. The routines of the day ensure that all children have frequent access to outdoor play. This is not hindered by wet weather. Children are provided with appropriate clothing and access to a covered area. This means they can still spend time in the fresh air and access physical exercise.

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Curriculum and teaching Strong standard

Leaders ensure that staff deliver an ambitious, high-quality curriculum that helps children achieve their full potential. Staff place a strong emphasis on developing children's communication and language skills. They communicate very clearly and model language effectively. This helps children to learn a wide range of new words. Staff support children's thinking skills as they ask them to remember the ingredients needed to make dough and how to roll the dough in their hands. These activities help children to develop the small- muscle skills needed for writing in the future. Staff skilfully weave mathematics, such as counting and problem-solving through everyday routines and activities. Staff make learning fun. For example, children are eager to have a go in the spinning chair. This makes them laugh with excitement and anticipation. Staff help children to develop a secure sense of belonging in their local community. Children visit the local care home and take part in local

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Curriculum and teaching Strong standard

parades and village carnivals with their families, and staff helping them to understand and value cultural and community events. These experiences also help children to develop their confidence and social skills in preparation for future life as they meet and interact with different people. Leaders and staff consistently monitor children's progress. All children receive highly targeted support to help them swiftly overcome any barriers to learning they may face.

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Inclusion Strong standard

Staff are highly trained in meeting the needs of children who face barriers to their learning, including children with special educational needs and/or disabilities. They have high ambitions for all children. Children are promptly assessed on entry to the pre-school. This ensures that children's additional support needs are identified and support is implemented swiftly. Staff create a learning environment that consistently meets children's needs. Targeted teaching helps to embed learning. For example, children develop their language, listening and attention skills. They also gain confidence with their peers. This helps to prepare them for the next stage in their education, such as school.

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Inclusion Strong standard

The setting works in close partnership with parents and other professionals who are involved in children's care and learning. Leaders work with parents to ensure that children receive any additional funding available to them. They decide together how the funds should be used to enhance children's experiences, for example to fund extra sessions. Leaders monitor the impact of this by consistently observing and monitoring children's progress.

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Leadership and governance Strong standard

Leaders highly value the staff who work in the pre-school. Staff engage in regular supervision sessions that nurture their strengths, consider their well-being and identify professional training opportunities. Staff say that they feel valued and appreciated. They enjoy what they do and are passionate about making a difference to children and families. Leaders give staff the time they need to support children who face barriers to their learning. This means staff can tailor their teaching to meet children's individual needs. Leaders have reflected on the changing needs of the local area and the children attending the setting. They know what is needed to best support the children and families who are currently using the setting.

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Leadership and governance Strong standard

Leaders are highly focused on engaging staff in a meaningful programme of ongoing professional development opportunities. This means staff continually build their knowledge and skills in supporting children's care and education. The impact of this can be seen in the high-quality teaching and the varied experiences children receive. Staff embrace opportunities to share their knowledge and expertise in supporting children with special educational needs and/or disabilities. They do so within the pre-school and with other professionals. This helps to develop practice in settings beyond their own.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are happy and settled in this warm and welcoming pre-school. Staff take time to get to know children and their families, starting with home visits to begin building relationships with them. The key-person system is very effective in helping children to settle. Staff work closely with parents to meet children's needs both in the pre-school and at home. Children interact positively with staff. This shows that they feel safe and secure. They thoroughly enjoy their time in the pre-school. Children have incredibly positive attitudes to learning. They show curiosity, are confident and are willing to have a go. Children are extremely well behaved and make positive friendships with their peers. Staff are positive role models for children. They act respectfully towards others and teach children how to share and take turns as they play.

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What it's like to be a child at this setting

Children with special educational needs and/or disabilities are very well supported to achieve and thrive. Staff use assessment to identify children who need additional support, without delay. They provide highly targeted teaching and help children overcome any barriers to their learning. Staff have a very clear understanding of child development. They know how the experiences they provide for children help them to learn and achieve. Staff are truly passionate about giving children the best possible start in life. Staff deliver an ambitious curriculum. They carefully order their teaching so that it builds on what children know and can do. All children benefit from high-quality teaching experiences. Staff provide highly effective support of children's communication and language skills. This is embedded into daily routines and activities. For example, children show awe and wonder as they excitedly anticipate which object may come out of the bucket next. This helps children to

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What it's like to be a child at this setting

develop their listening and attention skills.

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Address:

Sawtry Infant School Middlefield Road Sawtry PE28 5SH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Buttons and Bows Pre School Committee

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, the special educational needs coordinator and other staff during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:45 - 14:45,Friday : 08:45 - 13:45

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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