Buttons And Bows Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is outstanding

Children greet staff enthusiastically as they arrive. They settle quickly, eager to explore and play. Children establish extremely strong bonds with staff and show genuine affection for them.

Children show that they feel safe and secure. They confidently seek reassurance should they feel upset. Children are confident to take measured risks in play.

They build obstacle courses by using crates and planks of wood. This helps to develop their coordination, balance and problem-solving skills.Children show exceptionally high levels of engagement and can-do attitudes.

They are very eager to practise forming an...d writing letters, using the interactive board. They build on their prior knowledge of letters and the sounds that they represent, showing that learning is securely embedded. Children show high levels of listening and attention skills.

They are captivated as they listen to stories that staff read with great expression. They anticipate what comes next, and join in with actions and phrases as staff read 'We're Going on a Bear Hunt'.Children build high levels of self-esteem and behave very well.

They benefit from hearing lots of praise and encouragement. Staff create a positive and nurturing environment. This helps children to develop increasing levels of self-control and understanding of the impact their actions may have on others.

Children learn about the local community and how they may help those who are less fortunate than themselves. They help to raise funds for local charities and support the local food bank.

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

Leaders are highly qualified, knowledgeable and passionate in their role to provide children with outstanding care and learning experiences.

They value their enthusiastic staff and inspire them to seek continued professional development. Staff are highly motivated and continually strive to improve their practice. They provide children with an ambitious curriculum that inspires children's curiosity and ignites their motivation to learn.

Staff establish exceptional partnerships with parents. They provide parents with a wealth of information about their child's day and progress in their learning. Parents know precisely what children's next steps in learning are and how to support their ongoing learning at home.

Staff use the online communication system used by the host school to share information with parents. They invite parents to stay-and-play sessions each term at times that are convenient for working parents, such as on a Saturday. Parents are extremely positive about staff and the pre-school.

All children have equal opportunities to achieve their full potential. Leaders make highly effective use of additional money received to enhance children's experiences and ensure they access their full entitlement to early education. Staff forge highly focused links with other professionals and agencies.

This ensures that children with special educational needs and/or disabilities benefit from precisely targeted interventions and high-quality teaching that help to give them the best start in life.Children thoroughly enjoy their explorations and discussions, particularly outside during forest school sessions. They are highly focused as they find insects in fallen tree branches.

They discuss the insects' habitat and movements with excited interest. They show awe and wonder as they work collaboratively to secure a rope to form a swing. Children beam broadly as they spin and propel themselves on the swing.

Children experience the effects of wind as they position plastic sheeting to make dens and create a wind tunnel. They learn how to use tools safely and ensure the environment is safe for their friends.Staff know children extremely well.

They accurately assess children's progress and plan effectively to help children build their skills and knowledge. Children explore Shrove Tuesday traditions. They make pancake batter from scratch with staff and investigate other ways to have pancakes, such as by using prepared mixes or buying them ready-made.

Children have plenty of time to explore the ingredients and equipment. They push down on weighing scales and explore the effects of force. They eagerly have a go at tossing pancakes in frying pans.

Staff encourage children to write their pancake recipes. They recall phrases and words from the story they read about Pancake Day.Staff work extremely closely with Reception class staff at the host school.

They use feedback from the Reception teacher to precisely plan learning experiences for children. This helps children to continue to flourish in their learning and emotional well-being when they start at school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders are highly knowledgeable and experienced about safeguarding matters. They ensure that all staff and committee members attend regular training about child protection and safeguarding children. Leaders implement robust recruitment processes to help to ensure the suitability of adults working and volunteering in the pre-school.

Staff confidently fulfil their role to protect children from harm. They know the possible indicators that a child is being abused and the process to follow if they have any concerns about a child's welfare. Staff demonstrate an expert knowledge of wider safeguarding issues, such as the risks to children of extremist views and behaviours.

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