Alphabets @ Cofton

Inclusion: Strong standard

Children's individual needs are fully embraced and supported through a consistent and highly inclusive approach. Home visits provide an opportunity to build trusting relationships with children and parents. Children's needs are accurately assessed, which enables staff to adapt their teaching and plan for children's specific needs. Staff make effective use of assessment toolkits to recognise and celebrate children's needs and achievements. Individualised plans are created to support children who may require additional support, such as those children with special educational needs and/or disabilities and children who may face other barriers to their learning and/or wellbeing. These plans are regularly reviewed in partnership with parents and other professionals, ensuring clear targets are appropriate and every step is successfully embedded. This makes a demonstrable difference to children's progress and their readiness for school.

Leaders make effective use of additional funding to systematically provide additional opportunities for children. For instance, they provide an outdoor telephone activity to aid children's communication and language skills, and use coaches to deliver weekly sports sessions to the children. Staff share ideas for home learning with all parents, such as how to use Makaton. Leaders consistently review the impact of their actions and meticulously explore all potential barriers to learning.

Curriculum and teaching: Strong standard

Leaders have designed a highly inclusive and ambitious curriculum across all areas of learning. This is well understood and embedded by skilled staff, who adapt their teaching to meet children's individual needs. Leaders and staff continually reflect on their practice and identify future improvements, such as the introduction of a new communication and language programme.

Through consistent high-quality teaching, children excel in their ability to think creatively and solve problems. Staff skilfully use various teaching strategies to extend children's communication and language skills. For example, Makaton is consistently used during daily routines and activity times. There is a sharp focus on developing children's listening and attention skills through the 'bucket' game. Staff are trained in delivering this carefully sequenced programme of learning, where children are highly engaged and having lots of fun.

Children independently access well-planned, rich, indoor and outdoor learning environments. Children are fully supported by staff to develop their own ideas and explore with curiosity. Staff use every possible moment as a teaching opportunity. Children are consistently developing their confidence and knowledge about a variety of mathematical concepts, such as counting, shapes, size and weight. For example, children count how many scoops of ice cream, and which shapes of sprinkles their friend would like, during their imaginative play. Daily routines are also used to maximise children's self-help and independence skills as they skilfully pour their own drinks, serve their food and wash up their dishes.

Achievement: Strong standard

All children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing, make significant progress across all areas of the curriculum. Children do remarkably well with developing their communication and language skills. Children use a wide range of vocabulary to describe and name objects, such as the 'triceratops' dinosaur with 3 pointy horns. Children are articulate and confident communicators.

Children are extremely confident and skilled in their physical development. They use large motor skills as they climb and swing on the outdoor frames and paint at the large easel. They develop fine motor skills when using scissors to cut paper and different fabrics. Staff enable these achievements by adapting teaching and providing developmentally appropriate resources.

Children are well practised at recognising and managing their emotions. This helps children to make positive choices. This firm foundation in their learning ensures children are well prepared for their next stage in learning and starting school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have embedded a positive and respectful learning environment, which enables children to flourish. They have high expectations for children's behaviour at all times. Tailored support is provided for children who may face barriers to their learning and require additional support to manage their emotions. Children are taught about kindness and the consideration of other's feelings, during small-group times. Staff provide children with reassurance when needed, and children's behaviour is exemplary.

Children thrive on the encouragement and explicit praise they receive for all their achievements. This helps to increase children's confidence, self-esteem and their resilience. For example, children and staff praise a child who independently zips up their jacket. Children are actively encouraged to have a go and try new things. Children make special friendships as they play collaboratively together.

Children are provided with security through warm and trusting key-person relationships. Effective routines support children's transitions in between daily events, so children feel safe and know what is expected of them. Staff work in close partnership with parents, sharing information and communicating expectations. Leaders and staff place a high priority on the importance of children's attendance. Any absences are swiftly followed up. Sessions are arranged with parents to ensure children are able to fully access their early education entitlement.

Children's welfare and wellbeing: Strong standard

Children's health, welfare and wellbeing are prioritised through high-quality care practices and consistent routines. Staff always promote effective hygiene. Children thoroughly wash their hands and understand why this is important. Staff ensure the environment is clean and safe. Children confidently manage their own self-care, such as serving their own lunch, using pinch and pull movements to open packets, pouring drinks and washing their plates. This promotes children's independence and a sense of responsibility. Mealtimes are a calm and well-organised social time. Staff work in partnership with parents to promote healthy eating and follow safe eating practices. Sleep arrangements are effective and flexibly offered to children.

Staff are caring, attentive and responsive to children's needs, enabling children to feel safe and secure. Staff recognise when children are less confident or may need some additional support. For example, when children are talking about their emotions, staff adapt their practice to ensure all children are able to fully participate with their own level of communication.

Leaders and staff use their comprehensive knowledge and understanding of the children and their families to strategically review and plan for future needs. Local initiatives are fully embedded into daily practice, which teach children the importance of exercise, rest, oral health and making long-lasting healthy habits.

Leadership and governance: Strong standard

Leaders have recently re-established the setting's strategic direction through consultation with staff and those responsible for governance in the wider organisation. Leaders have a clear and ambitious vision, which meets the needs of children and families in the local community. Effective action has been taken to bring about the improvements needed, to ensure staff are confident with their curriculum planning. There is an embedded culture of high expectations, professionalism, respect and support for each other across the team. Staff consistently reflect on improving their practice and identify further training, which will be of benefit to all children. For example, plans are underway to implement a new programme that will further support children's communication and language development. Staff use their time to secure the best outcomes for children. There is a strong focus on the volume of high-quality teaching and interactions with the children. Staff use their expertise to engage with parents and professionals to ensure all children thrive and they are well prepared for the next stage of their learning. For example, leaders and staff attend transition events with local schools to ensure children's needs are fully met when they start their school place. Staff work with other organisations to continually improve practice and deliver a consistent high standard of care and education for all children.