Alton Community Playschool

Inclusion: Strong standard

Leaders have created a highly inclusive culture where every child is valued and supported to succeed. Children's individual needs are identified promptly through accurate assessment, regular observation and strong partnerships with families and other professionals. Staff work collaboratively with professionals to ensure all children receive timely, effective support. This joined-up approach enables early intervention where needed, and helps children make positive progress in their development and outcomes.

Children with special educational needs and/ or disabilities, disadvantaged children and those who experience barriers to learning benefit from well-targeted individual support plans and carefully adapted teaching. Leaders regularly review children's progress and evaluate the impact of interventions, making changes where necessary to ensure support remains highly effective.

Staff receive regular, high-quality training on inclusive practice, enabling them to confidently meet children's diverse needs. Visual timetables, pictorial prompts and the use of sign language support all children's communication and language, independence and participation.

Parents speak very positively about the support they receive and value the open communication with staff. Leaders make highly effective use of available funding to enhance children's experiences and improve outcomes such as resources to support the development of children's communication and language. Children known to, or previously known to, children's social care receive targeted support through strong partnership working. As a result, all children feel included, develop confidence and make excellent progress from their individual starting points.

Curriculum and teaching: Strong standard

Leaders have developed a broad and engaging curriculum that reflects children's interests while supporting all areas of learning. Staff understand how young children learn and provide meaningful experiences that build knowledge and skills over time. Teaching is adapted exceptionally well to meet children's differing needs, ensuring all children, including those with special educational needs and/or disabilities and disadvantaged children, can access learning successfully.

Outdoor learning is a particular strength of the setting. Children are inquisitive learners and enjoy exploring nature, growing and planting. They develop physical skills through balancing on stepping stones, climbing and negotiating space with increasing confidence. Staff skilfully introduce mathematical concepts through purposeful play. During water play, they encourage children to count, compare capacity, explore shape and size and use mathematical language as they investigate, predict and solve problems.

Staff enthusiastically read stories to ignite children's curiosity and imagination. Children listen intently to stories and confidently discuss characters and events which they link to their own experiences. Staff foster a love of books by sharing stories throughout the day and working closely with parents to encourage a love for reading at home.

Staff skilfully extend children's communication, language and thinking through effective questioning and interesting conversations. They observe children carefully, assess learning accurately and use this information to plan stimulating experiences that build on children's interests and developmental needs.

Achievement: Strong standard

Children make excellent progress from their starting points because staff know them extremely well and provide a curriculum that builds on their interests and individual needs. Children are sociable and confident communicators, demonstrating strong communication and language skills. Children confidently express their ideas, hold conversations with adults and friends, and enthusiastically talk about what they enjoy at the setting. Children with special educational needs and/or disabilities, those who are disadvantaged and those who face barriers to learning receive well-targeted support through personalised plans, enabling them to make clear progress their starting points. This approach supports all children to achieve exceptionally well and supports their ongoing progress.

Children develop the knowledge and skills they need for their next stage of learning, including school. They become independent, confident learners who enjoy exploring, solving problems and working collaboratively together.

Behaviour, attitudes and establishing routines: Strong standard

Children are very happy, confident and secure within this welcoming environment. Warm, caring relationships between staff and children help children feel safe and valued. Staff consistently support children to understand routines and expectations through gentle explanations, praise and visual prompts. This helps children know what is expected and contributes to a calm, engaging atmosphere.

Children behave well and show kindness, respect and consideration for others. They happily share resources, work collaboratively when building construction models and include one another in their play. Staff skilfully support children to recognise and manage their emotions, helping them develop resilience and positive friendships.

Leaders have thoughtfully reviewed transition times throughout the day. As a result, children move between activities more calmly and remain engaged in learning. Attendance is promoted through positive partnerships with families and discussions about the importance of regular attendance and good time keeping.

Staff consider children's individual stages of development and adapt expectations appropriately, particularly for children with special educational needs and/or disabilities and those requiring additional support. Pictorial signs and visual routines effectively support children's understanding, communication and independence, ensuring all children successfully participate in daily routines.

Children's welfare and wellbeing: Strong standard

Children's health, safety and well-being is consistently prioritised. Kind and caring staff build warm, trusting relationships with children, helping them develop confidence, emotional security and a strong sense of belonging. Key persons know children well and respond sensitively to their individual care and emotional needs.

Children are supported to recognise and manage their emotions through consistent routines, gentle interactions and positive guidance. Staff help children understand how their actions affect others and encourage kindness, empathy and respect.

Healthy lifestyles are promoted extremely well. Children enjoy nutritious fruit snacks, while staff work in partnership with parents to encourage healthy packed lunches. Children learn about the importance of oral health through daily discussions and planned activities that promote good dental hygiene.

Outdoor play is given high importance. Children benefit from ample opportunities to be physically active while exploring nature and developing coordination, balance and confidence. Staff carefully manage risks, ensuring children stay safe in the sun and remain well hydrated throughout the day.

Staff are flexible in their responses to support meeting children's individual needs. They recognise when children are tired and adapt routines to support children's wellbeing, such as coming inside for a story when the weather is hot. Children with special educational needs and/or disabilities and those requiring additional support receive tailored care that enables them to participate fully in all aspects of pre-school life.

Leadership and governance: Strong standard

Leaders are passionate about providing high-quality care and education and have a clear understanding of the setting's strengths and areas for further development. They continually reflect on practice and implement improvements that benefit children. For example, leaders have reviewed daily transition times, creating calmer routines that help children remain engaged and settled. They have also identified the further development of sensory learning areas as a future priority.

Leaders place children's needs at the centre of decision-making, particularly for children with special educational needs and/or disabilities, disadvantaged children and those facing barriers to learning. Strong partnerships with parents and external professionals ensure children receive coordinated and highly effective support.

Staff report feeling highly valued and well supported. Leaders actively promote staff well-being, maintain manageable workloads and provide regular opportunities for professional development. Training is carefully planned to strengthen teaching, inclusive practice and children's outcomes.

Monitoring and quality assurance support continual improvement. Leaders regularly evaluate the impact of the curriculum, children's progress and the quality of teaching, taking prompt action where improvements are identified. This reflective approach ensures that continuous improvement remains a priority. As a result, children and families benefit from a welcoming, reflective and ambitious setting.