Aston Club

Inclusion: Strong standard

Leaders are highly effective in ensuring that all children receive effective support. Staff rigorously assess children's needs and work effectively with a wide range of professionals to promote learning. All children receive timely interventions from experts that help to prepare them for school. Staff create individualised plans for these children that are highly effective. Staff use approaches to supporting individuals that are deeply embedded. For example, when children need support to manage their behaviour staff place a sharp focus on their emotional development. They teach children to think critical and make the right choices so that children build a solid foundation for emotional regulation. Staff work closely with families so that children can continue using strategies at home that promote their learning and wellbeing.

Leaders plan an abundance of experiences for disadvantaged children that help them to gain confidence as they learn key life skills. For example, they plan opportunities for children to go swimming and have regular sports coaching. The highly stimulating and inclusive curriculum consistently reduces barriers to children's learning.

Curriculum and teaching: Strong standard

Leaders create a clear vision for a curriculum that fully encompasses the key knowledge and skills children need. They understand that being ready for school means different things for different children and ensure the curriculum is flexible and targeted at the community of children at the preschool. All children are enabled to achieve their very best. Staff deliver this curriculum consistently, planning awe inspiring experiences for children. For example, children feel excited to partake in music sessions, science experiments and learn languages. Leaders motivate staff to deliver the curriculum consistently by celebrating how their effective teaching helps children to achieve.

Staff create a culture of conversation with children, at all times of the day their interactions are abundant and of high quality. This helps children to gain extensive expressive skills. Staff enthusiastically adapt the curriculum to the individual needs of children, including those with gaps in their learning. They use their extensive knowledge of what children learn at school to plan a solid foundation for children in preparation for their future education. When children are ready, staff teach them to read words and write their name. Staff carefully pitch their activities to precisely match the learning needs of individuals. Children thrive in all aspects of their development.

Achievement: Strong standard

Children are curious and excited learners. They develop a solid foundation of communication and social skills that mean they can access a wide range of thought-provoking experiences. Children gain confidence as they take risks in a safe space. They gain the balance, coordination and strength they need to thrive. Children learn to be curious thinkers. For example they, enjoy solving puzzles, making and comparing towers and measuring them using different tools, including measuring tapes and blocks. Children enjoy challenging themselves through independent play. They gain the confidence they need to try new activities. When children make mistakes, they show perseverance and resilience to keep trying. All children have infinite opportunities to express themselves, through art, music and craft activities. Children with gaps in their learning understand tools and approaches that help them to achieve. All children are exceptionally well prepared for their future education.

Behaviour, attitudes and establishing routines: Strong standard

Leaders are strategic in their planning of routines that promote children's feelings of emotional security and safety. This means that all children understand the consistently implemented expectations on them. Children are well mannered because staff embed approaches to reinforcing key values of kindness and consideration. Children feel motivated to make friends and socialise with their peers under the watchful eye of staff. Staff forge positive and nurturing relationships with every child. This helps them to identify any issues or concerns that children have and support them sensitively to resolve them. This includes working with disadvantaged children to understand any changes in their circumstances, including any barriers to attendance. All children are extremely well supported emotionally.

Staff work with experts and families to promote the behaviour of children who face emotional challenges. For example, they create routines that adapt to children's moods and reflect their feelings throughout the day. Children learn to take responsibility for their feelings and to reflect on them. The strategies that they use at preschool are shared with parents so that they can help to promote children's behaviour at home. The way leaders work with other settings to support all children during transition is worthy of sharing with others to support system wide improvement beyond the pre-school.

Children's welfare and wellbeing: Strong standard

Staff work closely with external professionals to promote children's wellbeing. For example, they work with a nutritionist to make sure that all meals are of the highest quality and have the most positive impact on children. This includes for disadvantaged children who are provided with healthy snacks that promote their physical health.

All children experience an abundance of activities that promote their physical health and strength for example through swimming sessions, sports coaching and forest school. This enables children to learn a solid foundation of their own health in preparation for their future lives.

Staff consistently take steps to adapt the physical environment for children with barriers to their learning. For example, considering the additional equipment children may need to develop basic physical skills when they gasp in their learning. Staff engage with parents effectively to make sure they can access services beyond the pre-school to support children's wellbeing and development. All children develop habits that help enhance their physical and emotional health.

Leadership and governance: Strong standard

Leaders at the preschool are inspiring. They are highly reflective and strive to continuously improve and develop the experiences of all children. For example, they are dedicated to staff professional development and give staff a wealth of opportunities to learn new skills to enhance their teaching. Leaders use appraisals and team meetings to reinforce policies and practice and this gives staff confidence. For example, staff choose to take on increasing responsibilities so that there are leaders at different levels. They feel able to share their knowledge with others for example by regularly giving each other regular positive feedback.

A culture of professionalism and collaboration is embedded so that staff carry out their roles consistently well. They have high levels of wellbeing because they feel valued and respected. All staff engage with parents extremely effectively, This includes engaging with harder to reach parents for example by ensuring that communication from the preschool can be translated into multiple languages. Parents are able to feel welcomed and part of life in the preschool community. Leaders and staff work extensively with other professionals, including schools to promote transition. For example, they share their planning with schools so that they can understand what children will learn in the next stage of their education. All children are very well prepared for transition into school.