Enchanted Wood Preschool Ltd- The Broadway

Inclusion: Strong standard

Leaders and staff adopt a consistent inclusive approach across the nursery, so they effectively meet children's individual needs. They work closely with professionals who attend specialist training, to support children with communication and language development. This means staff know how to meet the children's individual needs, and children can access learning and thrive. Leaders work with professionals and use consistent approaches with children to reduce the barriers to learning children face. For example, they use sign language to support communication needs for children with special educational needs and/or disabilities (SEND), so children make progress across all areas of learning. They plan and set up activities that support children's targets, such as making friends, so transition to school is easier. Staff use visuals to support children to respond. Specialist trained professionals attend weekly and share practice that supports staff to effectively meet children's needs. For example, staff put children's identified targets on the board, so targets are planned into daily routines. Staff know all children extremely well and know how best to meet children's individual needs. They openly share information about children, so all staff support children effectively.

Leaders have a designated calming area, called 'the lean to', that is fully accessible to children with SEND. Children swing, sit in a calm space, read books, do puzzles, do sensory circuits, and role play, so they feel calm. Children use communication buttons to let staff know they need the toilet. Staff use visual prompts with 'first and then' boards to help children to understand and follow routines.

Curriculum and teaching: Strong standard

Leaders embed policies and practices that ensure the curriculum is inclusive and teaching is consistently highly impactful. They support children to strengthen large body muscles. For example, at the allotment, children routinely lift heavy logs, so large muscles are strengthened. Staff support children to use and understand vocabulary. They sing a song with children as they twist the rose on the watering can. This helps children to develop an understanding of the word 'twist'. All staff across the nursery consistently engage well with all children, in particular children with special educational needs and/or disabilities. They listen attentively to children's talk and respond in ways that extend children's thoughts and words. For example, staff introduce new vocabulary and sing songs, so children understand how to use new words. This inclusive practice helps to widen children's vocabulary.

Leaders consider children's views and opinions, and children are consistently encouraged to make choices about their learning. For example, children decide they want to scoop and collect wood chips and water their plants at the allotment. Leaders encourage children to develop an understanding of mathematical concepts, such as capacity. For example, when children put wood chippings in the wheelbarrow, they say it is 'full'. Leaders ask, 'Is that full or half full?' This supports children to develop a deeper mathematical understanding. High-quality teaching interactions are deeply embedded by all staff, so children consistently thrive and are well prepared for school.

Achievement: Strong standard

Children consistently talk about what they know. They are encouraged to choose the learning that they want and explore resources in a way that meets their developmental needs. All children, including children with special educational needs and/or disabilities, know how to care for plants and what plants need to grow. They carry watering cans filled with water to water plants. This strengthens large muscles and small hand muscles, in readiness for school. All children, including those who may face barriers to learning and/or wellbeing, confidently explore learning across the curriculum using their knowledge and skills. For example, children skilfully and accurately count scoops of wood chippings into the wheelbarrow, demonstrating embedded knowledge and skills effectively. They fill and empty containers to wash minibeasts in the water tray and use words such as 'full', 'empty' and 'pour', showing their understanding of capacity and developing mathematical understanding. Older children confidently talk about what they know about butterflies. For example, they say, 'I saw a cocoon. It was orange.' This demonstrates that learning experiences and knowledge are embedded. Children sit and listen attentively to others in a range of situations. Children are extremely well prepared for school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders embed policies and practices rooted in high expectations for children's behaviour and attitudes to learning. Staff motivate and reward children's positive behaviour. They support all children, including children with special educational needs and/or disabilities and those who may face barriers to learning and/or wellbeing, to consistently follow rules and routines. For example, on the walk to the allotment, children hold hands with staff and walk nicely along the road. Children listen attentively to instructions that keep them safe. They form lovely warm attachments with staff, who show that they care for children and know them extremely well. Children learn to form positive, trusting relationships with their friends and learn to play well together. Staff promote the importance of good manners and encourage children to share and take turns in their play. For example, children collect water and pour some of their water into their friends' cans. Leaders embed practices that support children to be calm, happy and manage their behaviour. Staff sing transition songs, so children are calmly ready for new learning.

Leaders and staff use what they know about children to swiftly support children to effectively manage their behaviour. They consistently encourage children who may face barriers to learning and/or wellbeing to manage their feelings and behaviour using positive words, calm tones and getting down to children's eye level, so children understand the behaviour that needs to change. Leaders work closely with parents to address attendance and punctuality. They remove barriers families may face, so children attend regularly and on time for sessions.

Children's welfare and wellbeing: Strong standard

Leaders embed a positive open, harmonious culture for children's learning, with routines that support children's welfare, mental health and wellbeing. For example, leaders ensure that all staff sit with and support children at mealtimes, so children consistently eat safely. They provide cucumbers, carrots and fruit, so children always have access to healthy fruit and vegetables. Leaders embed routines that encourage children to develop positive hygiene routines that keep them healthy. They consistently encourage children to develop healthy lifestyles. For example, they share lunch box expectations with parents and offer suggestions that support parents to ensure that children consistently eat well, so children concentrate, meet their milestones and thrive. Leaders prioritise children's emotional health. They embed routines that support children to regulate their emotions independently when they become upset, so children feel calm, happy and ready to learn. For example, leaders create a designated calming area called 'the lean to' that supports all children, in particular children with special educational needs and/or disabilities and those who face barriers to learning and/or wellbeing, to calm down. Children gently sway on the swing, sit in a calm space and look at books until they can feel ready to return to their learning. Staff get down to children's eye level and talk calmly to them about how they are feeling. They do breathing exercises that support children to take control of their feelings, so children flourish.

Leadership and governance: Strong standard

Leaders embed their in-depth knowledge of the nursery's strengths and areas for development to set high standards for learning and care across the nursery. All staff feel extremely happy and valued in their roles and know that leaders support their wellbeing. This helps staff to have high expectations for themselves and the children. Leaders ensure all staff are fully equipped to do their jobs really well. Staff are encouraged to complete recognised childcare qualifications and training that supports them to meet children's individual needs. This means they keep their knowledge of child development consistently up to date and have high expectations of what the children can achieve. Leaders consistently adopt an inclusive approach, so all staff feel welcome and included. New staff have supportive inductions that get them off to the best start, so they feel confident.

Leaders form consistent links with the community and provide enrichment activities, such as cooking, allotment visits, forest school and mindfulness sessions, that meet all areas of children's learning and wellbeing. This supports children to widen experiences and enjoy learning. Leaders form extremely positive partnerships with parents. They recognise and understand the needs of each family and tailor support to meet family needs. Parents comment on how happy they are that children have a range of opportunities such as the allotment, trips, special days and meetings that support transitions to school. They continue that children are excited about learning. Leaders work effectively with specialist trained professionals to support staff, so they meet children's individual needs. This means all children consistently meet their milestones. Leaders ensure all staff follow a consistent approach to meeting children's individual needs, in particular children with special educational needs and/or disabilities, and all children thrive from their starting points.