Bearfoot Preschool Ltd

Inclusion: Strong standard

Leaders are consistently rigorous and proactive when identifying and supporting children's needs. This includes those children who are disadvantaged or with special educational needs and/or disabilities. Staff know the children exceptionally well. This means that they can identify children's emerging or changing needs quickly and accurately. Children who require adjustments receive support throughout the day. This ensures that they consistently succeed and experience learning without unnecessary barriers. For example, staff use visual cues to support children to manage transitions successfully. Leaders work purposefully and collaboratively with external partners and specialists. They seek advice at the earliest opportunity. This means that support remains highly effective and closely matched to each child's needs.

Adaptations, such as positioning children close to the speaker so they can hear clearly, are targeted and impactful. Staff are rigorous in how they assess the needs of children and how they plan to meet these needs. This ensures that support remains precise and responsive. Leaders are fully aware of children's next steps in learning and understand exactly how to meet them. Leaders use early years pupil premium funding with careful intent so that all children have access to experiences and resources. This creates a setting where every child is supported to thrive.

Curriculum and teaching: Expected standard

Leaders have designed a purposeful and ambitious curriculum. Children learn about the wider world and the community they are part of. Leaders make full use of the local area and natural environment around them. Children explore, observe and develop an understanding of the seasons, nature and the changing world around them. Much of children's learning takes place outdoors. Children dig, ride bicycles, swing and climb, developing their gross motor skills and learning to manage their own risk. Children have regular opportunities to participate in life on the farm. Children share stories and practise early mathematical skills during group times. Staff encourage children to share their ideas during group times and teach them how to be kind to each other. Typically, the curriculum reflects children's individual needs and the community it serves.

Staff quickly identify children who may face barriers to learning. They adapt their teaching so that all children can access learning from the outset. Observations and assessments are used effectively to shape each child's next steps. Staff prioritise physical, personal, social and emotional development, recognising these as essential foundations for deeper learning. As a result, children make meaningful progress from their starting points. However, the curriculum journey is not yet understood consistently across the whole staff team. Some staff are not consistently clear of the learning that is taking place for the different ages in the setting. This means that, on occasion, children do not fully benefit from the learning experiences provided.

Achievement: Expected standard

Typically, children achieve well from their starting points. They make secure, sustained progress across all 7 areas of learning. Children develop the knowledge they need quickly and securely. They build foundations for later learning. Children show a clear desire to explore, communicate and build on what they already know. They become confident, curious learners who are ready for their next stage of education. Children develop their communication and language well. They sing and listen to stories during group time. However, children do not benefit from consistent opportunities to explore books independently throughout the day to enhance their early literacy skills. Children count confidently and recognise numbers, such as when identifying how many eggs they have found.

Behaviour, attitudes and establishing routines: Expected standard

Children thrive in an environment that positively supports their learning, development and care. Leaders establish clear routines that help children to feel secure and understand what is expected of them. Staff teach children the necessary skills to focus their attention and manage their behaviour with increasing control. For example, children learn to use 'eyes watching' during group activities and wait for their turn to speak by holding the toy rabbit.

Staff make thoughtful adjustments for individual children. They seek advice from external professionals to ensure that children's best interests are met. Leaders monitor children's attendance closely, which is positive.

Leaders set high expectations for children's behaviour across the setting. Staff teach children to have 'kind hands' and to follow the 'golden rules'. Children typically play well together, such as sharing resources, taking turns to kick a ball and cooperating during games. Staff use positive praise effectively to reinforce the behaviours they want to see. Staff respond quickly when unkind behaviour occurs. However, their approaches are not yet fully consistent across the whole team. For example, staff do not consistently respond to the cause of some children's unwanted behaviour, which means that children repeat it.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are promoted through consistently highly effective care practices that meet children's individual needs. The setting provides a safe and welcoming space for children. This helps children to form very trusting attachments. This enables them to enter the setting happily and engage confidently in the day. Children spend the majority of their time outside in the natural environment. Staff use well-considered routines to support children's physical development and personal safety. Healthy eating practices are rigorously embedded at the setting. Staff share examples of healthy lunch boxes via the parent app and give families guidance on hidden sugars in foods.

Children try a variety of nutritious snacks, such as mango and pineapple, and receive regular reminders to drink water. Mealtimes are purposeful opportunities to promote positive manners and social interaction skills. Hygiene and self-care routines are implemented extremely well. Children wash their hands, learn to use the toilet independently and follow well-established sleep routines. Staff in the provision for 2-year-olds place an emphasis on developing children's independence. Staff support children's emotional wellbeing through sensitive interactions that help them to recognise, express and manage their feelings. As a result, children develop a secure sense of safety, confidence and emotional resilience.

Leadership and governance: Expected standard

Leaders have a clear and well-established vision that is firmly rooted in the context of the setting. Leaders have developed provision that delivers high levels of education and care in line with their vision. They understand the setting's strengths well. However, leaders have not consistently evaluated the setting more regularly so that they are clearer about the areas for development at the setting. Leaders and the nominated individual work closely together. They ensure that decisions are made in the best interests of all children. This includes those who are disadvantaged, with special educational needs and/or disabilities or face barriers to their learning and wellbeing.

Staff benefit from regular and relevant professional development. However, this is not more clearly linked to identified areas of development across the setting. Leaders are mindful of staff's workload and wellbeing. Staff report that they feel valued and enjoy working at the setting. Parents and carers spoke very highly of the setting during the inspection and praised the support they receive from staff. This contributes to a trusting partnership between the setting and families.