Acacia Pre-School

Inclusion: Strong standard

Leaders successfully create a very inclusive environment, where children from diverse backgrounds feel happy and safe. They adapt the setting carefully to meet the varied needs of all children, including those with special educational needs and/or disabilities.

Leaders are highly committed to their work with children. They ensure all children, particularly those who face barriers to their learning, have the best possible start to their education. Leaders use additional funding to provide children with specialist equipment, such as for outdoor play. These opportunities develop children's physical skills, stamina and coordination.

Leaders offer high-quality training to staff, equipping them with the knowledge to assist children facing learning barriers. This training helps staff to monitor children's progress, enabling them to plan enriching activities tailored to individual needs. For example, children enjoy singing and dancing to African drum music, promoting fun and engagement.

Leaders also emphasise the importance of positive partnerships with parents and carers and professionals. This promotes a collaborative approach to addressing gaps in children's learning. When staff identify gaps in children's communication skills, they implement effective strategies, such as small-group sessions and use of sign language. This consistent effort helps ensure that all children can thrive and develop their communication skills effectively.

Curriculum and teaching: Expected standard

Staff conduct accurate observations and assessments of children's learning. They use the information collected to design an ambitious curriculum. This curriculum provides children with a wide range of learning experiences. A key focus of the curriculum is to support children's communication and language skills. During one activity, staff use descriptive words, such as 'cold' and 'gooey', as children explore play dough. In another instance, staff narrate children's water play and incorporate singing, which children enjoy. Children extend their vocabulary.

During activities, staff raise children's early understanding of mathematical concepts. They teach children about concepts, such as size, shape and measurement. However, occasionally, staff do not plan and sequence the curriculum carefully enough. This limits children's ability to gain knowledge and skills incrementally. This careful progression is particularly important for children who are practising and refining their emerging skills. Staff are typically effective at promoting children's personal skills. Children demonstrate their sense of security. They have a wonderful time painting on a large easel and constructing 3-D structures.

Staff recognise children whose development is not at expected levels. They use appropriate strategies to help children make noticeable progress. For example, staff and parents and carers have reported improvements in children's language and social skills since attending the setting.

Achievement: Expected standard

Children make typical developmental progress. They are well prepared for the next stages of their learning, including school. Over time, children have increased their confidence in expressing themselves verbally. They repeat words they hear from staff, which helps to extend their vocabulary. While painting, children tell each other about their pictures, describing them as 'tall and big'.

Children engage in activities for extended periods, such as play dough activities. They develop good concentration skills. Children have learned to manage age-appropriate tasks, including attending to their personal needs. They show a sense of responsibility. Children build warm and sensitive relationships with staff. They respond positively to staff's gentle approach. This helps them to manage their emotions and remain involved in learning. However, sometimes, children's learning experiences are not well planned and sequenced to ensure they gain knowledge and skills incrementally. In addition, there are occasions when they do not have the space needed to practise and refine their emerging skills.

Behaviour, attitudes and establishing routines: Strong standard

Staff create an environment that promotes children's positive behaviours and attitudes. They are clear about their expectations for children's behaviour and consistently reinforce these. For example, staff encourage children to hang their coats on the pegs. They explain to children that leaving their coats on the floor could be a tripping hazard. Children respond very positively to this. They learn about responsibility and how to keep themselves and others safe.

Staff take into account children's age and developmental stages, when planning daily routines. They understand the importance of play for children and provide long periods of uninterrupted playtime. Children enjoy accessing indoor and outdoor activities. These well-established routines promote children's decision-making skills. When conflicts arise, staff intervene calmly and appropriately. For instance, they communicate with children and encourage them to use a sand timer for turn-taking. Children play cooperatively, often initiating role-play scenarios. They demonstrate excellent levels of imagination and are motivated to engage with their peers.

Staff are extremely kind and gentle with children. This gives children comfort and helps to build a secure relationship with them. Children are very happy in the setting. Staff consistently monitor children's attendance in the setting. When there may be barriers to attendance, they work with parents and carers to help overcome them. This includes staff explaining to parents the benefits of attending a childcare setting. As a result, parents bring their children to the setting more regularly. Children are consistently punctual in the setting. They develop positive attitudes towards their learning.

Children's welfare and wellbeing: Expected standard

Staff know their key children well. They gather detailed information from parents and carers to learn about children's individual needs. This approach helps children to feel safe and emotionally secure. It also enables staff to reduce barriers to children's learning, such as emotional and physical challenges. Staff build positive relationships with children, who enjoy their cuddles and reassurance. This promotes children's emotional wellbeing effectively.

Staff ensure that there are clear routines, including handwashing practices. Where appropriate, children attend to their personal needs and manage age-appropriate tasks, such as putting on their own coats. Children develop their independence skills. Staff teach children the importance of brushing their teeth. This is particularly beneficial for children who attend this setting, as some have not had the experience of visiting a dentist or have oral health problems.

Children receive effective supervision from staff, such as during mealtimes. This promotes children's personal safety. Children enjoy healthy snacks, which raises their awareness of nutrition. They learn from staff how to use polite words, such as please and thank you. Children also learn to sit at tables for meals to practise good manners. When playing with others, they learn to share and take turns. Staff support children's physical development through activities, such as balancing on beams. Children have a good go at using ride-on toys and playing with balls. However, there are times when staff do not fully consider the available spaces. This affects children's enjoyment during play. Despite this, they have positive attitudes towards their play.

Leadership and governance: Strong standard

Leaders demonstrate unwavering passion and commitment towards their work. They have an excellent understanding of the setting, which helps evaluate its strengths and areas for development. Through reflective practice, leaders have identified that they need to review the organisation of group times so children benefit from all learning experiences. Additionally, they aim to continue working with parents and carers to enhance the already positive parental engagement. Leaders have very positive attitudes towards feedback from other professionals. They acknowledge the weaknesses identified in this inspection and have yet to take steps to address them.

Leaders consider children's individual needs, when making decisions. They use additional funding to promote children's gross motor skills, particularly for disadvantaged children. Children build confidence in their physical abilities.

Leaders share their expertise effectively with staff, including how to assist children with special educational needs and/or disabilities. Staff report they receive ample support for their wellbeing and professional development opportunities. This targeted approach enhances staff's knowledge and skills, which has a positive impact on children's learning.

There are excellent partnerships with parents and external agencies that promote involvement in children's learning from the start. Staff maintain open communication with parents, who appreciate the warm and caring environment. Parents receive valuable suggestions on activities to reinforce children's learning at home. This collaborative effort creates an enriching environment that meets the diverse needs of all children.