Enchanted Wood Preschool Ltd- Standard Road 'Under Twos'

Inclusion: Strong standard

Staff have excellent systems to ensure that any gaps in children's learning are quickly identified. They carry out speech and language screening when children first start. This provides an excellent early identification of gaps in children's language development. Staff carry out observations and periodic thorough assessments to robustly monitor children's progress. If any concerns are noted, staff speak to parents and carers and advise them to contact their local doctors or health visitors. They are diligent and follow up with parents to ensure that they have contacted a suitable health professional for further guidance.

Staff make expert adaptations to the curriculum to meet the needs of children with special educational needs and/or disabilities (SEND). For instance, they provide extra supervision and support for children with SEND during physical activities. This has a significant positive and enduring impact on children's development. Leaders make very effective use of funding to support children who need extra help. For example, they provide more individual support through better staffing ratios to help promote best outcomes for children. There are staff who have level 3 and 4 qualifications in supporting children with SEND or special educational needs coordinator training. This helps to ensure excellent support to children with SEND and other vulnerable children.

Curriculum and teaching: Strong standard

The curriculum is very thoughtful, enriching and wholly responsive to the needs and interests of babies and toddlers. It encompasses and meets the needs of children with special educational needs and/or disabilities and other vulnerable children exceptionally well. For example, staff use coloured cloths to signify different parts of the daily routine to help children with SEND and other vulnerable children to understand and prepare for routine activities. All children achieve exceptionally well in their progress, whatever their starting points.

Staff regard children's physical, personal, social, and emotional development with high importance. They support children's independence skills in excellent and innovative ways. For example, babies and toddlers take turns to fetch their shoes to go outside when staff sing a cheery song about shoe shops. They gain excellent physical skills as they skillfully ascend low steps and climb across frames. Babies enjoy regularly spending time on mats where they learn to move themselves in different ways, including rolling and crawling. Staff help babies to gain very secure communication, language and literacy skills in excellent ways. For example, they use sign language and teach children the names of common objects using visual cues. They read lots of different types of stories to children and use props, such as puppets, to fully engage them in the story. Staff maximise all opportunities to support children's communication and language skills. For instance, they talk and sing songs to children during nappy changes to teach them new words and model sentence structure.

Staff support children's understanding of the world in highly effective ways. For instance, they teach children about cause and effect as children take turns to press an air pump to launch a foam rocket. Children eagerly take part expressing awe and wonder as the rocket shoots into the air. Children gain excellent skills to prepare them for their next stage of learning.

Achievement: Strong standard

All children make excellent progress, whatever their starting points, including those with special educational needs and/or disabilities (SEND) and other vulnerable children. Babies practise their babbling skills and quickly move on to saying single words. Toddlers express themselves clearly in sentences and have rapidly developing vocabulary. Children learn to feed themselves and eagerly help to put toys away at the end of play. Babies quickly move on from sitting and crawling to walking and running. Children learn how to count from one to 5, while some toddlers count securely beyond this. All of these skills form an excellent foundation to support children's next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Children are consistently keen to attend the setting. Staff promote regular attendance through discussion with parents and carers. They share the positive effect of this on children's progress and preparation for school. From an early age, children consistently show very positive attitudes to learning. For example, even babies sit, listen and take part in group song and story sessions. Toddlers show high levels of concentration levels as they use tongs skilfully to pick up toy fish. They show perseverance when they fail and try again. Children develop positive relationships with each other. They play together in the pretend home corner, sharing resources. Toddlers show kindness to babies as they give them toys to play with.

Staff manage children's behaviour readily. They very successfully adapt routines to meet the needs of children with special educational needs and/or disabilities and other vulnerable children. For instance, they use distraction techniques expertly and very successfully with babies, for instance, if they try to take a toy away from another child. Staff praise children explicitly and consistently for positive behaviour. This motivates children to behave very well. For instance, toddlers remind others to share toys and resources. Staff have very warm and trusting bonds with all children. They they use visual prompts to help children to understand different things that happen each day.

Children's welfare and wellbeing: Strong standard

Staff place a high emphasis on helping children to understand and manage their feelings. For example, they use a collection of stories based on feelings with puppets to help children to learn about different emotions. Staff are highly sensitive to each child's needs. For instance, they readily reassure babies when they show surprise when they see lots of bubbles floating in the air.

Staff provide excellent routines to meet children's needs. They observe babies individual sleep patterns closely, ensuring they are well supervised and sleep safely. Staff have a robust approach to children's safety. They check all parts of the setting, indoors and outdoors, to reduce the risk of hazards. Staff teach children how to act in safe ways. For instance, they show children how to use steps with care and caution. Staff teach children how to use tools, such as spoons, safely when eating. They ensure that children are seated securely and supervised closely at meal and snack times. They make sure that there is a qualified first aider at each table to keep children safe.

Staff provide nutritious meals and snacks that meet special dietary needs. They teach children about the value of eating well. Staff help children to learn about oral hygiene in very effective ways. For instance, children have fun brushing the teeth of toy dinosaurs. Staff read children stories about the how to keep teeth and gums healthy. They readily adapt routines, such as mealtimes, to meet the needs of children with special educational needs and/or disabilities and other vulnerable children. For instance, they use sign language and visual cues to indicate when it is lunchtime.

Leadership and governance: Strong standard

Staff have excellent partnerships with parents and carers. They provide lots of helpful guidance and information, such advice on healthy eating and potty training. Staff ensure that parents are kept completely up to date on their child's progress. They do this in highly effective, flexible ways, such as daily diaries, secure electronic messaging and parent reviews throughout the year. Parents' comments shared during the inspection state high appreciation of the care and learning provided by staff.

Leaders are deeply committed to the continual professional development of staff. They ensure that all staff have regular opportunities to enhance their skills and knowledge. Staff have completed a wide variety of courses, including a course on the inquisitive minds of children under 2 years of age. This has led to improved understanding in this area. Leaders provide robust and regular supervision session to all staff to provide support, where needed. They provide staff with time to plan and write up assessments on children to ensure that their workloads are manageable. Leaders organise social outings and regular treats for staff, who state that they feel highly valued and supported by leaders. Leaders continually review the work of the setting and set highly ambitious goals to build ongoing improvement.