Blackmore Preschool & Wrap Around Care

Inclusion: Strong standard

Staff know children exceptionally well and remain alert to changes in behaviour, development or family circumstances. They work closely with health visitors, social care and the local authority to ensure children receive the support they need. Leaders demonstrate vigilant practice. This includes early identification of need, support for families and robust multi agency work for children on child protection plans.

Inclusion is deeply embedded across the setting. Staff identify children's needs early and use a wide range of strategies to reduce barriers to learning. Babies benefit from sensitive settling routines that prioritise emotional security. Children receive targeted support through intervention groups focused on speech, confidence and early identification of gaps.

Specialist staff lead inclusive practice with confidence. They support staff to understand children's needs and support with plans. Children's progress is regularly reviewed and staff maintain strong relationships with families to ensure consistency and trust.

Children known to social care are supported with dignity and care. Staff use family bags and whole group approaches to avoid singling out individuals. They work with schools to support transitions and share information effectively. Activities are adapted for different ages and abilities. Staff ensure babies can join in alongside older children.

Curriculum and teaching: Strong standard

The curriculum is broad, meaningful and delivered with enthusiasm and expertise. It is ambitious, well designed and rooted in real life experiences. Staff know exactly what they want children to learn and plan activities that build knowledge, skills and confidence over time. Children benefit from a rich blend of indoor and outdoor learning, with nature, community and emotional literacy woven throughout the curriculum.

Teaching is of consistently high quality. Staff model language and introduce new vocabulary. They use explicit teaching to secure children's understanding of number, matching, addition and early literacy. Children explore dough and use tongs to develop fine motor skills. They explore blocks and natural materials, developing problem solving and early thinking skills.

Outdoor learning is a significant strength. Children explore fields, float sticks in the brook and explore the woodland areas. Children develop an understanding of habitats and life cycles as they observe tadpoles and explore the natural environment. Staff introduce concepts such as environmental care as they teach children how to track the locations of an adopted turtle and connect litter picking activities with pollution in the oceans that might harm the turtle. They extend learning through stories as children 'go on a bear hunt' through the corn fields. Staff include discussions and follow up activities back at the setting that deepen children's understanding.

Staff adapt teaching skilfully for different ages. They provide opportunities for babies to explore sensory materials and simple tools. Older children engage in imaginative play, mark making, storytelling and early writing. Staff consistently reflect on their teaching and identify where activities could be extended further, such as adding more information about life cycles or exploring children's curiosity about wind and movement.

Achievement: Strong standard

Children achieve incredibly well across all areas of learning. They develop strong communication skills, using vocabulary confidently during play, discussions and storytelling. Children show a secure understanding of number, matching, simple addition and early problem solving. They apply these skills naturally in games and activities.

Children demonstrate impressive independence as they confidently manage daily routines, such as preparing snacks and putting on outdoor clothing. This helps build their confidence and self-care skills. Babies develop early physical skills through sensory play, supported standing and exploration of the well-planned environments.

Children show deep engagement and sustained concentration, for example when mixing colours, exploring dough or investigating natural materials outdoors. They show pride in their achievements and enjoy sharing their ideas with staff and friends.

Children are extremely well prepared for their next steps. They develop social skills which support their readiness for school and future learning. Children show developing kindness and empathy. They make 'friendship pies' from dough for staff and their friends.

Behaviour, attitudes and establishing routines: Strong standard

Children's behaviour is exemplary. They listen carefully, follow instructions and show a secure understanding of expectations. Staff model calm, respectful behaviour and children respond with kindness, patience and cooperation. They share resources, take turns and resolve minor disagreements with growing independence.

Children show strong attitudes to learning. They persevere with challenges and stay focused during activities. Staff celebrate their successes. They support children to understand and express their feelings, using stories. This helps them recognise emotions in themselves and others.

Routines are deeply embedded and help children feel secure. Children register their arrival with their photo pegs and tidy up with minimal prompting. They prepare for snack and move smoothly between activities. They understand the routine of the day and take pride in contributing to shared responsibilities such as tidying up. Leaders place a high priority on attendance, particularly for children in harder-to-reach communities, making sure they access their entitlement to early education.

Outdoor learning strengthens children's confidence and resilience. They learn to climb trees and build dens. Staff supervise sensitively, teaching children how to manage risks safely. Children show enthusiasm, curiosity and joy in their learning. They vote for stories and take ownership of their environment. Their positive attitudes reflect the setting's strong relationships and clear expectations.

Leaders go above and beyond to ensure that no child gets left behind. Targeted support makes a difference for children in many ways. Children access high quality provision that helps build future foundations for learning. The sensitive but supportive approach means that children who face significant barriers or have special educational needs and/or disabilities access provision that ensures they overcome difficulties and have the best start in life.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are prioritised at every level. They receive warm, responsive care that helps them feel safe, secure and valued. Babies benefit from sensitive settling routines. Staff provide respectful nappy changing and safe sleep practices. Staff know children exceptionally well and respond quickly to their needs.

Children learn about healthy lifestyles through daily routines. They wash their hands and talk about germs. Food is cut safely to reduce the risk of choking. Babies sit together for a social snack time and staff model positive eating habits alongside them.

Staff use affirmations, praise and certificates to build children's confidence and sense of belonging. Children talk about feelings, compare emotions in stories and recognise how characters might feel. Staff support children to regulate emotions during minor frustrations, helping them return to play quickly and calmly.

Outdoor learning contributes significantly to wellbeing. Children enjoy wellbeing walks where they use nature to experience calm. They enjoy reflective moments in the fields and woodland. Children develop resilience, confidence and a connection to the natural world.

Children show high levels of wellbeing, confidence and emotional security throughout the day. Children who face barriers to their learning, those with special educational needs and/or disabilities and those who are known to social care have their welfare needs met with the utmost care and sensitivity. Leaders are tenacious about improving outcomes for all children regardless of their backgrounds.

Leadership and governance: Strong standard

Leadership is strong, reflective and deeply committed to improving outcomes for all children. It is highly effective and rooted in a clear vision for children's learning and wellbeing. Leaders have transformed the setting into a community centred provision where children learn through real life experiences and meaningful connections with the natural world. Staff position bug hotels in the community to encourage families to explore and integrate nursery learning into family experiences.

Leaders understand their responsibilities as designated safeguarding leads and act swiftly to protect children. They work closely with social care, health visitors and the local authority. They maintain strong relationships and clear communication. The extensive provision includes support for families experiencing difficulties. Leaders hold regular review meetings, offer additional sessions for children in need and work sensitively to build trust with families.

Staff benefit from regular supervision, peer observations and access to a wide programme of training. Leaders consider staff wellbeing carefully, using wellbeing walks and reflective discussions to support the team. Specially trained staff help colleagues adapt provision effectively for children who face barriers to learning, those with special educational needs and/or disabilities, and those who are known to social care. They lead intervention groups and ensure early identification of needs is a priority.

Leaders evaluate the provision thoughtfully and use whiteboards, scrapbooks and staff reflections to track progress and identify next steps. They understand the needs of the nursery and use additional funding effectively to enrich children's experiences through theatre visits, animal encounters and music sessions. Leaders have started to explore opportunities to share their practice beyond the setting and are passionate about taking this to the next level in their provision.