Broughton Pre-School

Inclusion: Strong standard

Staff undertake rigorous observations and assessments of children's learning and development. They skilfully adapt the curriculum to reduce barriers that any child may face in their learning and development. They evaluate children's developmental progress and use a range of strategies to support the individual needs of every unique child. They meet regularly to evaluate and reflect if these strategies are making a positive impact on children's overall learning and wellbeing.

Staff work exceptionally closely with children's parents to understand children's individual needs. They welcome external professionals into the setting to support children with special educational needs and/or disabilities and make all reasonable adjustments to create a nurturing and inclusive environment.

Staff have the very highest expectations for all children, regardless of their age and stage of development. They adapt planned activities to support children's development stage and evaluate if activities have had a positive impact on supporting children's learning. Staff work hard to support children who speak English as an additional language. Children's cultural heritage is celebrated, and all languages are valued.

Staff regularly observe and assess children's progress and development. If children are not making progress staff consider if funding, such as the early years pupil premium, could support children further. They work closely with parents to support home learning initiatives and provide a consistency for children. Staff are proactive in making referrals to other professionals so that children gain specialist support and expertise as quickly as possible.

Curriculum and teaching: Strong standard

Leaders have developed a curriculum that is focused on the individual child, is responsive to their curiosity and gives children opportunities to realise their potential. Staff regularly make improvements so that the curriculum adapts to suit the needs of all children who attend.

Staff provide consistently high-quality teaching opportunities that support children's learning through all areas of the early years foundation stage. They observe children as they play and are extremely skilful at knowing when to intervene and offer support. Staff are excellent at promoting communication and language. They sing with children, introduce new words, use words in context, ask children to recall and remember and ask questions that promote critical thinking. Mathematical opportunities are seamlessly woven throughout the environment. Children have lots of opportunities to recap and revise prior learning and are eager mathematicians.

Staff prioritise children's physical, personal, social and emotional development. Children have the opportunity to explore the natural world, build friendships with their peers, identify their feelings and talk about their emotions. This has a significantly positive impact on children's personal, social and emotional development.

Teaching opportunities are differentiated to ensure that every child, including those with special educational needs and/or disabilities, are supported to be their very best. Staff rigorously assess children's progress to ensure that the curriculum and teaching opportunities are tailored to the unique needs and stage of development of every child.

Achievement: Strong standard

Children make excellent progress through the curriculum and are confident communicators. They happily engage and talk with adults, excited to share their news and the things they can see. For example, children rush to tell staff they can see a squirrel through the window, describing what they are doing and urging them to go and see it. Children show that they are using a range of vocabulary in context. For example, they re-enact working in an ice-cream shop and talk about flavours and how much the ice cream costs.

Children with special educational needs and/or disabilities achieve exceptionally well from their starting points. They steadily build their confidence, interact with their peers and thoroughly enjoy making choices as they lead their own play.

Children have lots of opportunities to express their imaginations. They access a wide range of books, enjoy building structures with wooden blocks and show an interest in forming the letters of their name. Children are superbly supported for the next stage in their learning, including the move to school.

Behaviour, attitudes and establishing routines: Strong standard

Interactions between children and staff are extremely caring and nurturing. Children have built strong attachments with staff and independently invite them into their play. Staff are very positive role models and have high expectations for every child. For example, they ask older children who leave the lunch table to return, so they can eat lunch properly and celebrate the small tasks that younger children take part in, such as tidying up.

Staff are consistent in their approach to positive behaviour. As a result, children exhibit wonderful manners and are aware of expectations. Children say please and thank you, share resources with their peers and wait until others have finished speaking before talking. Staff encourage children to collaborate with one another and work as a team.

Staff are diligent in promoting children's punctuality and their attendance. They recognise the importance of children attending regularly, which helps them to understand routines, feel secure and develop strong friendships with their peers.

Staff understand that children develop in unique ways and differentiate their expectations according to their age and stage of development. Staff support younger children through consistent praise and encouragement. Older children are supported to understand why routines are in place to maintain expectations of the setting. Children's behaviour is excellent.

Children's welfare and wellbeing: Strong standard

Staff provide nurturing care and focus diligently on supporting children's wellbeing. They work closely with parents to support children's individual needs. For example, they encourage children to eat a variety of foods and celebrate when children have finished a meal.

Children have formed close bonds and attachments with staff. For example, children independently lie down on a changing mat, help to take their shoes and socks off and relish warm and caring interactions with their key person. Children proudly announce, 'I tried to push my foot through, but I needed help.' Children smile as staff reassure them that we all need help sometimes.

Children are supported to develop an understanding of their physical development, personal safety, health and wellbeing. Children enjoy peeling oranges at snack time and understand that if they tidy things on the floor they will not trip. Staff teach children about wellbeing, the benefits of exercise and eating healthily. Children proudly announce at lunch time, 'My sandwiches are healthy today because I am having roast chicken not fried.'

Children develop high levels of emotional wellbeing. Staff value the voice of every child and encourage them to take part in multiple 'voting opportunities' throughout the day. For example, children vote for their favourite snack. Children learn how to recognise and manage their emotions through discussion and play. Routines, such as sleeping and feeding, are facilitated extremely well, which supports children to be highly active and engaged learners.

Leadership and governance: Strong standard

Leaders understand the setting's core strengths and undertake effective self-evaluation to identify areas for development. For instance, they have implemented 'talk time' sessions, where children have the opportunity to speak in smaller groups as they build their confidence in using language. In addition, they diligently work towards constant improvement. They have taken part in the mathematics champion programme, which has built the knowledge of staff to support children's early maths development.

Leaders identify targeted training that is individual to each member of staff and that is in the interest of the children. Staff have recently attended training to support children with special educational needs/and or disabilities so that they can offer targeted support. Training has a real purpose and develops new skills for staff, so that they build even greater knowledge of how best to support the children in their care.

The setting has a low staff turnover and staff work exceptionally well as a close-knit team. They explain that they feel very supported by leaders and their wellbeing is always considered. Staff are supported through regular supervision sessions and meet regularly as a staff team to evaluate and discuss the provision.

Staff engage well with parents and welcome their views. They work closely with a wide range of professionals to support children's needs and share information with teachers as children transition to school. Staff engage superbly with professionals and the community.