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About Buttercup

Name Buttercup
Ofsted Inspections
Address Fanshawe Crescent, Dagenham, Essex, RM9 5QA
Phase Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority BarkingandDagenham
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff greet children warmly as they arrive at this setting.

Their interactions with children are consistently supportive and reassuring. Staff work hard to embed routines and have effective strategies in place to support this. For example, a large visual timetable is used with children throughout each session.

Staff are consistent in their expectations of children, frequently referring to the 'golden rules' and explaining why these are important. Children quickly feel safe and secure, which contributes to rapid improvements in behaviour for children who find it difficult to self-regulate. Leaders have an excellent unde...rstanding of child development.

They ensure the curriculum continually builds on prior learning, with a strong focus on securing early speaking and listening skills. For example, children enjoy taking turns to pull an animal out of a bag and are supported to name it before reading the story 'Dear Zoo' together. Staff are skilled at modelling simple language.

They use signs and visual cues effectively to ensure that children understand basic instructions and routines. Staff ensure that activities are carefully matched to the needs of the children, including those with special educational needs and/or disabilities (SEND). For example, group times for the youngest children are short and fast paced to help them remain engaged.

This means children experience success, supporting them to build a positive attitude to learning over time.

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

Leaders have designed a curriculum that gives children, particularly the most disadvantaged, the knowledge and skills they need to close any gaps in learning. Learning has been carefully sequenced, with a focus on mastering basic skills in the prime areas.

For example, an appropriate focus is given to building up attention skills through engaging 'bucket time' sessions. This helps to prepare children for their next stage of learning.Leaders and staff prioritise the development of communication and language skills.

They repeat simple language, often using actions, objects or visual prompts to aid understanding. For example, staff use pictures of fruit and milk to communicate that it is snack time. This could be extended even further, such as when children are given choices about which nursery rhyme they would like to sing.

Key workers carefully assess children and swiftly identify areas of need. They communicate any concerns with parents and work hard to ensure a consistent approach between the setting and home. Staff know their key children well and talk about the strategies they have in place to meet the needs of each individual child.

They communicate effectively with the wider team to ensure consistency. As such, the key-worker system is highly effective.The special educational needs coordinator (SENCo) is knowledgeable and passionate about their role.

They have embedded a multitude of strategies to successfully support children with SEND. For example, the introduction of 'transitional objects' helps to prepare children for group time. This could be extended further to support children through other transitions.

The SENCo works well with external professionals to secure early support for a wide range of needs. Staff work together to create a highly inclusive environment in which all children are valued. All children, including those with SEND, make significant progress from their starting points.

Leaders have extended their outside area to provide children with plenty of opportunities to be physically active in their play. This helps them to develop gross motor skills and meets the needs of children who take a more physical approach to learning.Staff encourage independent skills in preparation for school.

For example, children are learning to pour their own milk at snack time and brush their teeth together after lunch. This contributes to a sense of well-being as children start to meet their own needs. However, on occasion, children do not get timely enough support as they learn new self-care skills.

Leaders ensure that staff get appropriate training opportunities and monitor the impact of these through effective supervisions. Staff feel well supported and are happy to work at the setting. This is reflected in their interactions with children and their commitment to making a difference.

Leaders carefully use any additional funding to meet the needs of children. For example, they recently observed chicks hatching in their setting. This provided children with a new, highly engaging experience that promoted development across the curriculum areas.

Parents comment positively on the setting. They talk about the notable progress their children have made in a short period of time. They feel that staff are approachable and offer frequent feedback.

Parents praise the manager for listening to them and offering timely support and advice, which they value and appreciate.


The arrangements for safeguarding are effective.Leaders are approachable and present in the setting.

Staff are given frequent opportunities to share information about the children in their care. This contributes to a strong safeguarding culture. All staff take their responsibilities seriously.

They share the attitude that 'it could happen here', which ensures they remain vigilant. Staff have secure knowledge of potential signs of abuse and the reporting arrangements for any safeguarding concerns. Leaders ensure that staff are suitable to work with children through robust recruitment and vetting procedures.

They ensure continued suitability through effective staff supervisions. Staff are aware of potential risks in the setting and are quick to minimise these.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nextend the use of visuals even further to support children to make choices further improve transitions to minimise disruption to the otherwise calm and predictable routines deploy staff even more effectively to ensure children always get the support they need.

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