Crescent View Preschool

Inclusion: Strong standard

Leaders and staff know children extremely well. From the outset, they forge positive working relationships with parents and make assessments that quickly identify any delay in children's development. This helps to ensure staff have a thorough understanding of children's individual needs from the moment they start at the setting. Leaders and staff work closely with external professionals to shape support that meets children's changing needs. Staff support disadvantaged children and those facing barriers to their learning effectively, helping them overcome difficulties that may affect their welfare and development.

Leaders and staff monitor children's progress and support frequently. This ensures they make changes quickly to remove barriers to children's learning. For example, they adapt routines to ensure every child's needs are considered. They create personalised picture prompt cards, making them unique for supporting each child's communication and language development. Well-trained staff use highly effective strategies to calm children when they become upset. This helps to reduce children's stress quickly, to help them feel secure and enable them to engage fully and happily in the activities. Leaders ensure parents are supported to gain the full funding they are entitled to and use funding well in order to have the most impact on each child's development.

Curriculum and teaching: Expected standard

Leaders and staff design a curriculum that includes all required areas of learning and development. They focus on what interests each child and what they intend them to learn next so that children become motivated successful learners. Staff use accurate assessments of children's development and closely monitor their progress to ensure children continue to build on what they know and can do. Staff interact positively with children when they join in with their play. Children engage well and are keen to show others what they are doing. Staff help children to learn mathematical concepts. For example, older children count, compare sizes of objects, solve problems and younger children learn about shape. However, in large-group activities some younger children are not encouraged to join in and communicate as much as others to enhance their learning further, such as when staff ask questions about different vehicles.

Children and staff have conversations that enable children to learn new concepts, such as talking about what a mechanic does. Staff adapt all activities to ensure children with limited verbal communication are included and able to express themselves. They provide parents with resources and guidance on how to support children's learning further at home, such as communication bags to develop language skills further.

Achievement: Expected standard

Children, including those who are disadvantaged or have barriers to their learning, generally progress well from their starting points. They develop valuable skills for their future learning and school. Typically, children become confident communicators. They successfully express their feelings and ideas as they develop positive communication and language skills. Children learn the meaning of new words, such as the names of different creatures as they engage in lots of talk about the natural world around them. Staff give targeted support to children with delayed communication and language skills so that they can catch up. Leaders prioritise developing children's independence. From a young age, children learn to manage tasks for themselves, such as finding their possessions and changing their clothes. Older children help younger ones to manage tasks when needed. Children enjoy taking on roles of responsibility that build their confidence, such as helper for the day.

Children are interested and motivated to learn. They confidently lead their own play and learn to problem solve, such as how to make a stable roof as part of their transport activity. Children enjoy answering questions and contributing to discussions. However, staff do not consistently support all younger children's understanding of numbers to encourage their mathematical development further.

Behaviour, attitudes and establishing routines: Strong standard

Children respond extremely well to staff's guidance because they set clear, high expectations of behaviour. Staff adapt strategies skilfully to help children at different developmental stages learn safe and positive behaviour. As a result, children know how to play together kindly and show empathy when others are sad or hurt. Children develop a respectful understanding of one another's differing needs.

Children feel secure within the familiar and well-established routines throughout the day. Staff prepare children well to understand and cope during times of change so they develop confidence and independence. Children who need extra help benefit from skilled staff, who support them to manage their emotions to nurture their social skills and behaviour. Leaders ensure that staff maintain highly successful partnerships with parents to ensure they meet children's needs consistently. Staff know about any significant changes in children's lives so they can provide swift support for their wellbeing. This includes developing positive habits for maintaining regular attendance.

Children's welfare and wellbeing: Strong standard

Leaders and staff know the children extremely well and develop very close bonds with them. They create well-considered environments and adapt them continually to meet each child's needs and preferences. This helps children feel safe and able to thrive. A mix of nurturing spaces for sensory play and calming down, along with lively play areas, promotes active healthy lifestyles. Children particularly enjoy lots of physical and outdoor play. This gives children who rarely have access to outdoor play areas the chance to build important skills, like strength, balance and coordination. Children thoroughly enjoy chasing and popping bubbles, learning to navigate space safely, climbing and practising their balance.

Children share nutritious and balanced meals at the table while talking with staff about the healthy foods they eat. They handle real crockery with care, using it sensibly and safely. Staff support children who need extra support so they feel fully included in the sociable mealtimes. Staff engage extremely successfully with parents to help children understand and benefit from healthy eating habits, offering guidance and meal ideas to try at home. Children learn the importance of dental hygiene routines as they brush their teeth each day.

Leadership and governance: Expected standard

Leaders have a secure understanding of the setting's strengths with a clear vision for ongoing improvement. They reflect on the quality of the provision and identify areas for improvement that will directly impact children's care and development and ensure their welfare is assured. This has helped staff to meet the various and changing needs of children in their care to a high standard. Leaders value parents' feedback to develop the quality of their provision. Parents share extremely positive views regarding the care and education their children receive. Staff welfare and wellbeing is valued and nurtured. Their professional development is supported to help them use their individual interests and skills to enhance children's care and learning. For example, staff attend training to take on 'champion' roles, such as in health and safety and aspects of special educational needs.