Aardvark Preschool

Inclusion: Strong standard

Leaders and practitioners strive to create an inclusive culture. This is a priority for them. Children's individual needs are identified and assessed quickly. Robust systems to monitor children's progress are in place. This ensures that any concerns about development are identified quickly and acted upon. Families complete an 'All About Me' form on arrival, which helps to highlight any concerns. Home visits take place before children start. This allows for practitioners to see the children where they are most comfortable and build a rapport. Practitioners build a strong relationship with families, which supports two-way communication and develops a collaborative approach to identifying children's needs.

Leaders put in place strategic support to ensure that the needs of the children are met. Children with special educational needs and/or disabilities (SEND) take part in adult-led group interventions designed to develop attention, listening and shared focus. Practitioners make purposeful use of pictures to help children know when the sessions are beginning. Children are keen to join the highly motivating session. For example, the practitioner shows the symbol and says 'bucket time', and the children reply 'yay, bucket time'.

Leaders work proactively with external agencies to shape children's support. They are dynamic in their approach to the support they give and make adaptations to the provision to support learning. Leaders have made changes to the entrance way, for example, to support transitions, especially for children with SEND. This ensures that all children have access to a broad and balanced curriculum.

Curriculum and teaching: Expected standard

Leaders ensure that staff typically have a secure understanding of child development. Across the curriculum, staff generally model rich language and encourage children to communicate confidently. For example, when exploring sea creatures, children were exposed to words such as 'crustations' and attempt to use this language in their play. However, on occasion, opportunities to extend children's vocabulary and deepen understanding are not fully maximised. This means that some children do not develop their language as quickly as they could.

Leaders and practitioners use books and stories to support understanding and help the children to think beyond the here and now. Children develop a love for books, rhymes and songs. During a group activity, children enthusiastically discuss mountains and whether they are a living thing. Practitioners skilfully challenge misconceptions and support understanding by linking knowledge to what they already know, saying, for example, 'We know some mountains… Mount Kilimanjaro in Africa.'

Leaders ensure that the curriculum supports children's physical development. Children are supported to practise small-muscle skills, such as pouring and filling and using writing implements. They are also supported to practise large-muscle skills such as jumping, running and hopping. Children develop perseverance and resilience as they work hard to fill a potion bottle with water for an extended period of time and not giving up when it spills on the tray.

Leaders ensure that mathematics is woven throughout the curriculum and is apparent in most experiences. Children delight in filling in the blanks for the next number. For example, when practitioners say '1, 2, 3, 4 …', the children excitedly shout '5'. Typically, children have a secure grounding in number through books, rhymes, songs and everyday routines.

Achievement: Expected standard

In general, children develop through the curriculum and make steady progress from their starting points. Effective strategies that are in place ensure that children typically catch up. A strong emphasis is placed on communication and language overall, and children are typically confident communicators. Practitioners know that children develop at different rates and target their communication to meet the needs of the children.

Children gain important skills in personal, social and emotional development. They learn how to share and take turns with their peers, negotiating whose turn it is next. They play collaboratively, which is vital for learning. Children are confident and lead their play. They interact well, building friendship groups and learning the qualities needed to be a good friend.

Children show a growing curiosity for learning and are excited and proud of their achievements. They delight in showing practitioners what they have accomplished. Children exclaim, 'Look!' that they 'found 4 and 4' as they hold up a number 4 and a tower of 4 blocks. Practitioners foster a love for learning and direct specific praise so children know what they have done well.

Behaviour, attitudes and establishing routines: Strong standard

Children behave well in nursery. They are kind and considerate to their peers and play collaboratively. When disputes occur, practitioners support children to manage the situation and consider the impact of their actions on others. Leaders and practitioners establish clear routines that are practised every day and embedded into the curriculum. They have high expectations of behaviour. Children are well prepared for transitions in the nursery. A signal is made for the children to tidy up, and, when children are asked, 'Where do we need to put the toys?', the children respond unanimously with 'in the right place'.

The key-person system is effective. Children have warm and positive relationships with their key persons. All the practitioners know all the children well. They understand the importance of secure attachments, and children are happy and settled. Key persons act as positive role models and treat each other and the children with respect. A high emphasis is placed on children's autonomy. Children are asked for their opinion and supported to understand the impact of their actions. For example, practitioners ask children before changing their nappies. They give them choices of whether it can be changed now or in a little while. The impact of not changing the nappy at all is clearly explained.

Leaders and practitioners actively promote attendance and punctuality. They support families to develop routines and positive habits for their children's learning and future success. Leaders monitor and evaluate attendance effectively. This supports children to stay safe.

Children's welfare and wellbeing: Strong standard

Leaders have robust policies and procedures to support children's welfare and wellbeing. Leaders and practitioners demonstrate a strong commitment to ensuring that children and families feel supported and valued. Daily conversations at the door, stay-and-play sessions, termly phone calls home and information shared via the nursery app all ensure that parents and carers' voices are heard, especially for children with special educational needs and/or disabilities. These timely discussions support leaders and practitioners to gain valuable insight into children's lives at home so that consistent strategies can be agreed and implemented.

Leaders and practitioners work hard to promote children's physical and emotional wellbeing. Children are taught how to keep safe in the sun, and practitioners are very clear about the wearing of sun hats and the application of sun cream. Children are provided with healthy and nutritious snacks. Practitioners discuss the importance of drinking plenty of water and where else we may get water from, such as from the watermelon. Children are encouraged to be independent and pour their own milk or water. Practitioners skilfully point out the effects the heat is having on their bodies. This supports children to understand how to stay safe. Children are also taught how to stay safe when eating, and they know they must stay seated until they are finished. This helps to build healthy habits for the future.

Children are supported to manage their emotions. Practitioners label their emotions and reassure them to help develop a secure sense of emotional wellbeing. Practitioners use books and stories well to help children explore different emotions and discuss the impact they have on their bodies. Children are keen to share their feelings and eagerly discussed feeling scared during a thunderstorm. Practitioners harness this opportunity to discuss feelings and how to manage them well.

Leadership and governance: Expected standard

Leaders are committed to providing high-quality care and education to improve the lives of all children, particularly those with special educational needs and/or disabilities (SEND). Leaders are passionate about inclusion and know the importance of getting it right for all children. Typically, their strategic approach to improvement prioritises the best possible outcomes for children.

Leaders have fostered a culture of continual professional development. Through observations and quality assurance checks, leaders work with practitioners to highlight what training is needed. The most recent training on children with SEND has had a significant impact on practice, ensuring better outcomes for children.

Leaders consistently manage staff's wellbeing and workload. Through regular supervision and daily catch-up meetings, practitioners have the opportunity to share any concerns. Practitioners are experienced and long-standing members of the team. Leaders and families celebrate the longevity of the team and the experience they have.

Leaders work in partnership with parents and carers and engage with other organisations in the local community. For example, children visit and are visited by local church leaders. This supports children to understand similarities and differences in others. Parents speak highly of the leaders and practitioners. They feel their children are happy, secure and thriving.