Adventure Clubs Pre-school and Before and After School Club

Inclusion: Expected standard

Leaders are proactive in identifying when children may need additional support. Assessment systems are used effectively and support children well. This means that leaders and staff have a clear overview of children's starting points and progress. This enables staff and leaders to swiftly identify when children may need adaptations to the curriculum or additional support. The pre-school staff work in positive partnership with parents and other agencies, such as local authority advisory teachers. This helps leaders and practitioners gain a good understanding of how to support all children to make good progress.

Leaders promote inclusion. They have experience of successfully ensuring that children receive the additional support needed to be able to fully access the curriculum. For example, they have supported children to use additional resources, such as 'interest baskets', and provided additional support for communication and language development by using Makaton signing.

Leaders and staff know the children well. They are proactive in supporting families in the widest possible way, for example, signposting and supporting families to access local services when appropriate. They share information with other settings, such as schools, to ensure that this support continues after children move on to their next stage of learning.

Curriculum and teaching: Expected standard

Leaders have developed an ambitious, sequenced curriculum which reflects the needs of all children, including those with special educational needs and/or disabilities. Overall, this is implemented well by staff, particularly in the areas of mathematics, physical development and children's communication and language. Staff and leaders make the most of the pre-school's extensive and interesting outside space when planning the curriculum for physical development. Children enjoy walking up and down the hilly paths when searching for animal tracks and carefully navigate their way across the grassy slopes and mounds. In addition, all children are well supported to ask and answer a range of questions, and their contributions are valued.

There are, however, slight inconsistencies in the quality of support for children to learn about other cultures as part of their understanding of the world. While this is included in the curriculum, it is not planned for as precisely and effectively as other areas of learning. Therefore, although children learn to understand and respect cultural differences in society, they do not always gain the high level of knowledge they demonstrate in other areas.

Achievement: Expected standard

Children develop well from their starting points. They gain knowledge and skills across the curriculum, achieving especially secure progress in the prime areas, as well as mathematics and literacy. Children listen well and communicate confidently, for example, when listening to a story. During a story about animals in winter, they learn interesting vocabulary, such as the word 'drey' when talking about squirrels' homes and the word 'snowflake' when looking at a wintery illustration. Children build physical control and coordination over time as they eagerly explore the resources and inviting learning spaces, particularly outside.

Children become motivated, independent learners eager to join in activities and able to concentrate well. This, alongside the academic progress they make and their impressive behaviour, prepares children well for moving forward in their education.

Behaviour, attitudes and establishing routines: Strong standard

Relationships between staff, children and parents are warm, responsive and respectful. All children consistently behave very well, with few reminders from staff. There are well-established routines in place and clear expectations for behaviour. For example, children are consistently expected to say 'please' and 'thank you'. When they are given a magic wand during a mathematics activity, children say 'thank you' without being prompted. Children know that they need to wait for their turn to be given a musical instrument. Even though this is an exciting activity, children wait patiently and politely to be given their shaker or tambourine.

Children show kind and caring attitudes towards each other during a practice for a Christmas show. Children dance with a partner. They swing each other around, taking great care not to bang into other children or to swing their partner around too quickly. These consistent and well-understood expectations support all children to manage their own behaviour exceptionally well.

Children have high attendance rates. Leaders support parents effectively to understand the importance of regular attendance. This enables children to settle quickly and benefit from the well-established routines. Activities are adapted to meet the needs of all children. For example, during the main circle time, some children take part in a separate small-group role-play activity that better suits their age and stage. This effectively supports all children to have consistently positive attitudes towards their learning.

Children's welfare and wellbeing: Expected standard

Care routines meet all children's needs effectively. For example, when staff notice that children need to wipe their nose, they encourage them to get a tissue, wipe their own nose and to wash their hands afterwards. This supports children to develop their independence skills well.

Leaders and staff know children and their families very well. Staff speak with real warmth and care about children. There is a lot of laughter and chatter in the pre-school between staff and children. Children describe a trip away with their family or updates about their brothers and sisters, and staff respond with genuine interest. When children are tired, they enjoy a cuddle from staff. This demonstrates the positive and nurturing relationships between staff and children.

At mealtimes, children are supported and encouraged to make healthy choices. They sit in social groups and have interesting discussions. For example, staff and children discuss the importance of drinking water to stay hydrated or times when they have felt happy or sad. Children learn how to cross the road safely and about some of the dangers associated with electricity. This helps to ensure that children develop a good understanding of how to stay safe and be healthy.

Leadership and governance: Expected standard

Leaders know the children, families and local community very well. Overall, they oversee the implementation of a broad and interesting curriculum that promotes children's learning well. Leaders regularly review what they provide for children and families and have a broad understanding of the pre-school's strengths and areas for development. For example, leaders have reviewed the literacy curriculum, ensuring that children are even better prepared for their next steps, such as starting school.

Staff speak highly of leaders. They appreciate and value the regular team meetings and supervision sessions, which focus on additional training and on their wellbeing. This helps to ensure that the pre-school continues to develop and improve.

Leaders have reflected on their partnership with parents since the last inspection. They have introduced additional opportunities for parents to engage with staff. For example, they provide individual discussions at the start of the day. Leaders have introduced stay-and-play sessions, where parents engage in enjoyable activities, such as messy play, alongside their children. This supports parents to continue children's learning at home.