Abacus Little Learners

Inclusion: Strong standard

Leaders and staff are committed to ensure children consistently experience inclusive practice. The preschool is inviting and welcoming for all attending. There is an inclusive culture that is understood by all. Staff complete robust assessments and observations of children are ongoing. Highly skilled staff are skilful in their interactions, and have a detailed knowledge of child development, this means children's individual needs are swiftly identified. Detailed information and ongoing discussions with parents means precise next steps for learning are in place. Stringent monitoring of children's progress enables leaders to evaluate children's progress effectively. Staff are responsive to children's changing needs and ensure that strategies in place have a positive impact on outcomes for children and they reach their full potential.

Staff adhere to personalised routines and implement targeted interventions. Resources and visual prompts support all children to access and succeed from their starting points. Leaders' use of early years pupil premium funding is purposeful and targeted. For example, the provision of additional activities outdoors, such as an athletic coach enables disadvantaged children to access enrichment, improve their physical skills, learn turn taking and working in teams and build their confidence.

Leaders ensure staff feel confident in their role and they receive ongoing training and support so that they can be highly effective and confident supporting children with special educational needs and/or disabilities effectively. High priority is given to ensure a consistent and inclusive approach. Leaders work closely with families and external professionals to ensure continuity.

Curriculum and teaching: Strong standard

Leaders ensure learning opportunities ignite children's interest and curiosity and provide children with high quality teaching and treasured memories of their time at preschool. For example, staff provide a well-sequenced and ambitious curriculum. There is a strong emphasis on outdoor learning and forest school participation. Children show increasing independence and perseverance as they enthusiastically dress in wet suits and boots. They thrive in the outdoor space, running, digging, making dens and climb trees with skill, closely supported by skilled and highly trained staff. Children delight in new challenges and engage in risky play learning how to stay safe through the clear guidance and support provided. For example, children learn about different plants and the impact of stinging nettles. Children listen intently as leaders explain what to do if they brush past one.

The team ensure the curriculum is adapted effectively to ensure children with special educational needs and or/disabilities can fully participate. Children with barriers to learning thrive. For example, they spend time gazing at moving tree branches and the sky above them as they peacefully swing in hammocks, enjoying the calm, fresh air and nature around them.

Staff provide quality teaching and interactions that are purposeful and aid children's rapid progress. Staff model language well. They are skilful as they engage children in meaningful conversations, which supports children to be confident communicators and ask lots of questions. Children thoroughly enjoy spontaneous singing and in group sessions which supports language development. Staff ensure mathematical learning is woven through all activities. For example, children dig for worms and confidently count them with their friends they decide they need two more and complete simple sums as they add up how many this will make.

Achievement: Strong standard

Children make significant progress as a result of attending preschool. This includes children with special educational needs and/or disabilities or those that face other barriers to learning and/or wellbeing as they make excellent progress from their starting points.

Children feel secure in the environment and the support they receive from knowledgeable and attentive staff. Children thrive in the language rich environment, and participate in meaningful conversations with staff. This has a very positive outcome for all children's learning and contributes to their speech and language development effectively. All children fully participate in the preschool day.

Children have every opportunity during daily routines to learn skills needed to be independent learners. Children learn in a calm atmosphere and staff ensure children are given ample time to process new challenges and experiences. Children are well prepared and ready for the next stage in learning and transition to school.

Behaviour, attitudes and establishing routines: Strong standard

Children flourish in the positive learning environment provided by staff. Leaders and staff consistently model the high expectations for all attending. Staff are calm and reassuring and children's behaviour is exemplary. Children thrive on the encouragement and frequent praise they receive from staff and this also significantly contributes to their confidence and self-esteem. Children demonstrate a real desire to focus on their learning. They demonstrate they are confident and eager to 'have a go' and try new things. For example, tasting baked nettle crisps during forest school.

Staff anticipate and swiftly identify children who face barriers to their learning and/or wellbeing. They ensure consistent guidance, time and support is provided so that children fully participate. Staff help build on children's skills gradually to help them settle into the daily routines. Leaders ensure there is a mutually respectful atmosphere throughout. Children have established warm and trusting relationships with their key person. They demonstrate good manners and understand the high expectations that are fully embedded in practice. Children have formed friendships with others attending and are caring toward one another. Staff are skilled in recognising when children need support to manage conflicts. They thoroughly praise them when they resolve issues independently.

Leaders work effectively with families to ensure that they understand the importance of regular attendance. They support families to ensure that children benefit from their time at the setting. Staff are aware of the policy and procedures in place and take swift and thoughtful action if needed.

Children's welfare and wellbeing: Strong standard

Leaders and staff consistently recognise and use additional learning opportunities that occur during everyday routines, such as nappy changing, handwashing and mealtimes. This approach is highly effective and supports children to develop key life skills they can use in the future. Staff fully understand and swiftly identify the unique needs of all children including those with special educational needs and/or disabilities. They are responsive and effectively adapt procedures, such as nappy changing, to ensure children are fully supported and their wellbeing is prioritised. Staff are nurturing, respectful, and show genuine care toward the children. They ensure children's dignity and privacy is maintained during personal care routines. Ongoing interactions with children are excellent and contribute to their emotional wellbeing.

Children show enthusiasm and confidence as they help staff to prepare snack. Young children use porcelain pots and glass utensils with skill as they pour drinks and chop their own fruits. They understand the importance of staying safe when cutting with knives. Children benefit from the consistent praise and reassurance they receive for their efforts. They have formed close and trusting bonds with their key person. Ongoing interactions with children are excellent and contribute to their emotional wellbeing. Leaders provide high-quality, inspirational and magical learning environments indoors and outdoors. Children thoroughly enjoy their time in the garden and participating in forest school activities. They understand the importance of fresh air and exercise to stay healthy.

Leadership and governance: Strong standard

Leaders respect and value the contribution that staff make and thoughtfully consider their wellbeing and workloads. Staff are highly dedicated to providing the best possible outcomes for children. They comment positively on the support and encouragement leaders provide. They are motivated and keen to continue and build on their own skills and welcome opportunities to participate in purposeful professional development. Leaders have a robust knowledge and understanding of the importance of self-reflection and are highly effective in identifying areas of strength and areas to develop further. They fully understand how to provide inspiring, quality teaching for all children attending the preschool. This is successfully achieved through robust monitoring of practice, they are able to seek out relevant training to ensure that they have the knowledge and understanding to meet children's specific and emerging needs.

Leaders ensure children are at the heart of all decisions made and will have a positive impact on their outcomes. For example, when enhancing the garden, staff consider children's preferred way of learning to ensure they thrive in the outdoor environment. In addition, leaders provide parents and families with flexibility, to effectively promote children's regular attendance. Leaders are proactive in securing meaningful working relationships with external professionals so that they work collaboratively and provide children with consistent, high-quality support. They ensure any additional funding, including early years pupil premium, is used effectively to enrich learning experiences and help to remove barriers and strengthen children's progress. In addition, highly effective communication and partnerships with parents are established, along with any other professionals involved with the family, which has a positive impact on children's wellbeing and enables them to thrive.