Curriculum & Partnerships

Partnerships ….

with staff


Each child is allocated a Key Person. The Key Person will have a particular responsibility for that child during his or her duration at Buttercups. This will benefit the child as close monitoring from the Key Person will enable them to tailor the curriculum to meet the unique needs of each child they are responsible for. The Key Person will also maintain communication with the parent/carer of that child on a regular basis.

with other local pre-schools and toddler groups

Buttercups work with other local pre-schools and toddler groups where necessary to share good practice and information. We also make contact with previous settings that children may have attended.

with The Meadow School

Buttercups works closely with the reception teachers at School to make the transition from pre-school a less daunting experience. Please note that attendance at Buttercups does not guarantee a place at the Meadow School. However, the majority of our children go to this School.

Working with Parents

Children learn better when their parents are involved. It helps to reinforce the Buttercups ethos and practice. Buttercups encourage parents to be involved in many ways, from becoming a committee member, to being a parent helper. Our parent helper system is a great support to the pre-school and allows us to do activities outside the classroom environment. We welcome all parents, carers or other close relatives (known to Buttercups staff) to get involved. We appreciate that this may not always be possible. Please speak to a member of the Buttercups team if you feel you would like to help.

Parents are children’s first and most enduring educators. When parents and practitioners work together in early year’s settings, the results have a positive impact on the child’s development and learning.
(QCA Curriculum guidance for the Foundation Stage 2000)

We recognise that parents are the first and most important educators of their young children. At Buttercups we aim to support and work in partnership with parents to ensure we can provide the best possible experiences for the children. To try and achieve this we hold parent consultation afternoons and evenings each term to enable parents to meet with their child’s allocated Key Person. These meetings are a formal way to discuss your child’s development and raise any concerns, or queries you may have. They also act as a mechanism to share information about your child’s interests and experiences outside of pre-school.In addition to these meetings we have recently introduced a new system for sharing information between home and pre-school. The “Communications Booklet” allows the Key Person and parents to write specific interests and achievements and share this information on a half-termly basis helping us to focus on and develop the child’s specific area of interest.We will continue to monitor systems of information sharing and develop new strategies to build and maintain effective partnerships with parents and carers.

Parents are welcomed – and encouraged – to take part in all aspects of the pre-school from working with the children, assisting with fundraising, involved in the general management of the pre-school and become involved with the Pre-school Learning Alliance, please contact Kirsty Taylor or see Parents and Partners Policy held in the setting.

Starting Pre-school can be a stressful and uncertain time for parents/carers and their children. If you are at all worried about things when your child starts with us please do not hesitate to discuss your concerns with one of our members of staff.

We hope that your child/children enjoy their time at Buttercups.

Special Educational Needs

We aim to provide equality of opportunity for all members of our group, and this includes children with special educational needs. Each child is able to progress at his/her own rate in all areas of development, and this is true for children with and without disabilities, or learning difficulties.

We are experienced in working in close liaison with professionals across the range of special needs, and we operate in accordance with the government’s Code of Practice on special educational needs. If you would like to discuss the group’s ability to meet your own child’s special educational needs, please contact the Pre-school Lead Practitioner, Kirsty on 01223 894608.Our Special Educational Needs policy is available from the setting.

Early Years Foundation Stage (EYFS)

This is the government’s standard curriculum which Buttercups follows.As part of the Early Years Foundation learning stage, there are a number of characteristics of effective learning. These are demonstrated by animals i.e. ‘Go for it Gorilla … be willing to have a go’. There are a number of other animals with different curriculum attributes.

Please click on Persevering Parrot to see these in detail.

The statutory framework and a parent guide to it are attached below.

Children develop more rapidly during the first five years of their lives than at any other time. The booklet below has been written to help you as a parent know what to expect during these vitally important years by focusing on the seven areas of learning and development which are covered in the EYFS.

The EYFS What to Expect When – a guide to your child’s learning and development in the early years and foundation stage is attached below.



Safeguarding, the wellbeing of our children is fundamental to the day to day practices of our pre-school. We have attached our safeguarding policy below for you to read and digest. Please contact us if you need any further information or guidance.

Safeguarding (.doc)