Enchanted Wood Preschool Ltd- Standard Road

Inclusion: Strong standard

Staff readily identify any areas where children need extra help. For example, they use detailed observations and regular assessment checks to robustly track development. They immediately discuss any development concerns with parents. Staff advise parents to contact a doctor or health visitor for further guidance. Staff stay in touch with families to ensure they get professional support. They expertly adapt teaching plans to ensure they precisely meet the needs of children with special educational needs and/or disabilities (SEND), those who are known to social care, and other vulnerable children. For example, staff use small-group tasks with engaging objects to build concentration spans very effectively. These tailored activities build lasting improvements in child development. Leaders use funding in very effective ways. For instance, they provide extra staffing to give individual care for children to support their communication, language and personal social development. Leaders ensure the staff team is highly skilled in SEND, enabling children with SEND to receive consistently high-quality, well-matched support.

Curriculum and teaching: Strong standard

The curriculum is dynamic, broad, deeply enriching and meets the needs of all children. Staff tailor the curriculum to precisely meet the needs of children with special educational needs and/or disabilities, those who are known to social care, and other vulnerable children. Staff ensure that there is high emphasis on physical, personal, social and emotional development. For example, staff ensure that children gain excellent small-muscle control through lively, fun activities such as 'Dough Disco' sessions. Staff act as role models by showing children different ways to manipulate play dough to support their development. They help children to develop excellent balancing skills by providing well-thought-out, ambitious environments. For example, staff praise and encourage children as they walk across bridges and ride scooters. Staff organise interesting, fun group games with balls and hoops to enhance children's physical coordination skills. They provide dynamic, stimulating music and movement sessions that support children's physical development very successfully.

Staff support children's communication, language and literacy skills in highly effective ways. They successfully engage children in stories through the use of puppets and props. Staff provide cosy, attractive book corners that are well stocked with a variety of books. This helps children to develop a great love of books. Staff help children to gain very effective early mathematical skills. For instance, they ask children to name different shapes they observe in the environment, such as round logs and tall trees. Staff present children with interesting ambitious mathematical tasks, such as addition. They provide children with exceptional preparation for their next stage of learning.

Achievement: Strong standard

Children achieve extremely well, whatever their starting points. This includes children with special educational needs and/or disabilities, those who are known to social care, and children with other barriers to their learning. Children show excellent independence skills, such as removing lids from tubs on containers in their lunch box. Children put on their coats and shoes and help to tidy up. They are expressive, articulate learners who eagerly describe family outings to their friends. Children have very secure and rapidly developing vocabulary. They engage with books very readily and have excellent understanding of story structure. Children gain a wide range of physical skills. They climb and balance with confidence and have excellent hand-eye coordination skills and control. They gain very secure early mathematical skills. For example, they count confidently to 10 and beyond and recognise numbers. All of these are very valuable skills for children's next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have created an environment of high expectations, which are understood at all levels. Staff consistently share group rules with children, such as 'to always try their best'. This acts as clear motivation to the children, who consistently concentrate and persevere with their tasks. For example, they practise how to use pipettes to transfer water and persevere until they succeed. Older children act as extremely positive role models to younger ones. They readily remind them of group rules to promote positive behaviour. Staff use praise effectively to motivate children, and children behave very well.

Staff provide excellent support to help children to build friendships. For instance, they organise group games where children act in pairs. This helps children to get to know other children and to develop relationships. Staff consistently promote an environment of respect for others. For instance, children treat each other with kindness and share toys. Staff provide extra support to help children with special educational needs and/or disabilities, those who are known to social care, and other vulnerable children. For instance, they plan small-group play activities where children take it in turns to place bricks to build a model to support turn-taking skills. Staff have very warm and close relationships with children and respond readily to their needs. They promote regular attendance to parents by highlighting the benefits of this on children's progress and school readiness.

Children's welfare and wellbeing: Strong standard

Staff provide excellent ways to help children to gain an understanding of feelings and how to manage them. For example, during group time, staff ask each child how they are feeling. When children say they are feeling 'sad', staff ask them why and what they need to make them feel 'happy', and children say 'a hug'. This shows how children are supported to learn how to manage their emotions very effectively and demonstrates the positive relationships they have developed with staff. Staff provide very safe and highly suitable routines for children. They make any necessary adjustments to the routine to meet the needs of children with special educational needs and/or disabilities, those who are known to social care, and other vulnerable children. For example, staff make sure that children are seated appropriately and are supervised closely while eating. A qualified first aider sits at each table to help ensure consistent child safety. Children bring packed lunches, which are stored appropriately. Staff actively teach children about the benefits of eating healthy food. For instance, they play games where children put food into groups of healthy and unhealthy food. Children learn about the importance of oral hygiene as staff read stories about how to take care of their teeth and gums. Children brush away pretend plaque on drawings of teeth and learn about the importance of regular tooth brushing.

Staff prioritise children's safety. For instance, they carry out daily checks in all areas, indoors and outdoors, to reduce the risk of hazards. Leaders ensure that staff are deployed very effectively indoors and outdoors to keep children safe. They teach children how to act with care and caution. For instance, children use scissors safely and know to walk indoors.

Leadership and governance: Strong standard

Leaders demonstrate a strong commitment to the continuous professional development of staff. Staff have completed a range of courses, including on sign language and on behaviour as communication. Health professionals, such as occupational therapists, visit the setting to provide staff with guidance and training on how to support children with special educational needs and/or disabilities and those with other barriers to their learning. This has led to improved understanding and awareness in these areas.

Leaders carry out robust staff supervision that ensures rigorous monitoring of staff performance and wellbeing. Supervision sessions complement the regular staff meetings and informal but regular room observations. These strategies help leaders to identify training needs to promote the best outcomes for children. Leaders promote staff wellbeing very successfully in different ways. For example, they give staff time away from their duties to carry out planning and assessment tasks. Leaders show appreciation of staff by organising social outings and by providing regular treats. This helps to promote staff wellbeing very effectively.

Leaders maintain highly effective partnerships with parents and carers. They use diverse and effective ways to keep parents fully informed about their child's progress. This includes reviews by phone with parents 3 times a year and daily verbal feedback. Leaders provide parents with useful information to support children's learning and development. For example, they direct parents to information about healthy food for lunch boxes and guidelines on screen time. They work closely with parents to support children's potty training skills. Parental feedback obtained during the inspection indicates high levels of overall satisfaction. Leaders conduct rigorous evaluations to identify clear areas for further development of the setting. This information is used to inform ambitious goals for continuous improvement.