Crafty Wizards Bromley

Inclusion: Strong standard

Leaders and staff are committed to providing an inclusive environment where every child's individual needs are understood. The staff know the children extremely well and, for example, make thoughtful adjustments to attendance arrangements and provide alternative options for group times to minimise any barriers to learning. The highly skilled and experienced staff have put robust strategies in place to identify any emerging needs straight away. They use their strong partnerships with parents and professionals, such as occupational therapists and local authority support, to implement the necessary actions. For example, they have added a trampoline, sensory circuits, and mesh scarves that can be thrown to support children's emotional regulation. This ensures that early targeted intervention has a significant impact in supporting children with special educational needs and/or disabilities and those who face any other barriers to their learning.

Leaders thoughtfully use additional funding to minimise any knowledge gaps. For example, they have purchased sensory resources to extend learning at the allotment. Leaders deploy additional staff to increase ratios so children can receive individualised support. Children who speak English as an additional language are encouraged to celebrate their home languages and make excellent progress in their spoken English.

Curriculum and teaching: Strong standard

Leaders have an excellent overview of the well-designed, ambitious curriculum and ensure that staff implement it well. Teaching is continuously adapted during children's play to help them sequence and embed their knowledge across all areas of learning. As a result, all children make excellent progress and are well prepared for the next stage of learning, including starting school.

The curriculum has a strong focus on developing children's language and understanding of the world. For example, children use impressive language to discuss the weather and how it affects things that grow. Children take turns and listen with intent to others as they speak and share how they are feeling. This supports their growing personal, social and emotional development. Staff incorporate mathematical concepts throughout play; children count seeds and discuss mathematical language as they add soil and water.

Children experience rich outdoor experiences every day where play is active and purposeful. They navigate space as they run and jump through tyres and build using large-scale blocks. Regular visits to the allotment allow children, including those with special educational needs and/or disabilities and those who face any other barriers to learning, to plant and grow produce. This helps children develop an understanding of sustainability and responsibility. They interact with chickens and racing pigeons, which helps them explore kindness and respect for living things.

Achievement: Strong standard

All children make good progress from their initial points and have established a solid foundation for their future learning. They have excellent communication skills because staff model and facilitate these interactions. During small-group time, children articulate their experiences and patiently listen to others. They are developing a love of books and show high concentration as they listen to stories. Children are deeply engaged in activities throughout the day. They make play dough together and show high interest as they explore the natural resources and notice numbers in the environment.

Children with special educational needs and/or disabilities, those who face other barriers to learning and those who speak English as an additional language are also making significant progress. The adaptations put in place by staff allow these children to participate fully in the breadth of the curriculum and achieve well.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have created a space that is safe and fun, where expectations for children are high. They teach children how to be kind to others and respect the environment. Knowledgeable staff are swift to identify when children may need support to regulate their emotions. They use targeted adjustments so children with any additional or emerging needs can focus in a calm environment. This helps them develop a sense of belonging and an overall positive attitude to learning.

Routines are well established; children sing songs to end circle time and line up to go inside. They use excellent manners with adults and their peers. Children use positive language when sharing toys and successfully manage their feelings. There are warm and trusting relationships between staff and children. Children receive consistent praise, which further supports their well-established positive behaviour.

Leaders are clear on their expectations for children's attendance; they have robust systems in place to monitor and manage this. Strong relationships with parents mean that staff can make adjustments to support children who face any barriers to their learning. This helps children establish consistency for the future.

Children's welfare and wellbeing: Strong standard

Children have strong attachments with adults, and there is an effective key-person system in place. When children start, there is a well-established settling-in process. This particularly helps children with special educational needs and/or disabilities and those who face any other barriers to learning feel safe and secure. Children approach adults if they need help or comfort and are greeted with warmth. They are encouraged to discuss how they feel using a wide range of emotive language. As a result, children's welfare is prioritised, and they develop emotional security.

Staff promote children's independence and self-care skills extremely well, for example, by supporting them in toileting and dressing independently. The staff successfully promote healthy choices and share information on healthy lunch boxes with families. Children pour their own water, drink from open cups, and prepare and discuss the benefits of healthy snacks. Daily fresh air and physical activity form part of the curriculum, which supports children's overall wellbeing.

Leadership and governance: Strong standard

Leaders are passionate, ambitious and committed to consistently reflecting on the setting's priorities. Leaders know families extremely well; they continuously adapt the environment and put early support in place if children encounter any barriers to their learning. Leaders share research-informed advice and signpost parents for support in the community. This builds open and trusting communication, which helps children flourish.

Leaders place high value on staff wellbeing; they use highly effective supervision and rigorous monitoring of the curriculum. They inspire and empower their team through bespoke training and access continuous professional development across boroughs, such as an interactive music course. As a result, new strategies to support children with any additional needs are already having a positive impact.

Leaders have forged strong links in the community, including with local schools. They have established strong partnerships with external professionals. As a result, swift support is put in place, particularly for children with special educational needs and/or disabilities.