Fledglings Montessori Preschool

Inclusion: Strong standard

Staff diligently identify children's barriers and gaps in their learning. They consistently work together with all parents and carers to access the timely support children need to excel. Staff help children with special educational needs and/or disabilities to understand and celebrate their uniqueness. Children feel confident as they learn to use tools to support learning.

The consideration staff give to the learning needs of children who speak English as an additional language is awe inspiring. For example, staff consistently teach vocabulary and language to children in English and their own languages. Children become impressive talkers and skilled at communicating with others. Staff create adapted visual aids for children with language barriers so that they can consistently express themselves. Leaders have started to share their best practice with others so that this will have a positive impact to children in the local community and beyond.

Leaders consider the barriers to wellbeing of all children. For example, they learn about children's experiences beyond the pre-school, including children who do not have access to gardens. Staff plan enriching and stimulating opportunities for children to develop their physical skills. Children feel motivated to exercise, move and balance. This builds an excellent foundation for children's future physical health.

Curriculum and teaching: Strong standard

Children love learning at the pre-school. All staff use what they know about children's individuality to make sure that the curriculum is a true reflection of their interests. Staff involve children in planning the curriculum and follow their lead. Children feel inspired to share their experiences as they learn. Staff work together to embed the teaching of mathematics. Children have unlimited opportunities to repeat and reinforce their skills as they learn about numbers. Staff provide thought-provoking problems for children to solve. They use assessment to ensure that these are precisely matched to children's targets. Children consistently make excellent progress.

Leader's vision of the curriculum is deeply embedded. They help children to make choices and develop high levels of independence. Children are imaginative learners who need little guidance from staff as they learn through play. The environment that staff create is meticulously planned so that children can access all activities independently. This includes for children with barriers to their learning. These children learn how to use equipment which enhances their learning. For example, children use picture cards to express how they feel or ask for help. Staff adapt their teaching carefully to promote their learning. All staff talk to children in a way that promotes their thinking and use of language. Children are engaged as they have back-and-forth conversations that enhance their language. All children achieve exceptionally well.

Achievement: Strong standard

Children excel in all aspects of their learning and development. They feel excited to join in with group learning activities that ignite their imaginations. For example, children giggle excitedly as they sing songs that develop their language. Children also enjoy focused and calming tasks that help them to repeat and develop skills, including using their fingers to manipulate objects. They benefit form an abundance of support from skilled staff. Children who speak English as an additional language learn to express themselves in creative ways. For example, children explore shapes and colours as they paint. They learn the language of their favourite stories in English and their home languages that helps shape their love of books. Children feel inspired to share their reading experiences with their parents and carers. The way that staff track children's progress helps all children to achieve and exceed their goals.

Behaviour, attitudes and establishing routines: Expected standard

Children positively engage in learning at the pre-school. They are enthusiastic learners who enjoy discovering new skills. Children develop warm relationships with staff who spend time getting to know them well. For example, leaders and staff work closely with parents and carers of new children to find out about children's lived experiences. They consider any barriers to children's learning to help support children to join in. Leaders anticipate and work with parents to breakdown barriers to attendance and punctuality. This helps them to plan settling-in sessions that give children confidence. As a result, all children feel safe, happy and ready to learn.

Staff teach children to access the activities independently and make choices. This is consistently implemented at the pre-school. Staff talk to children about their feelings and emotions and this helps children to express themselves. When children struggle to manage their feelings staff typically give them support. However, their approaches to managing incidences where children need to reflect on how their actions impact others are not fully embedded. For example, at times, when children struggle to share or take turns. This means not all children exhibit the best possible behaviour at all times in the day.

Children's welfare and wellbeing: Strong standard

Leaders create an environment where all children benefit from consistently healthy and nurturing attachments with staff. This includes children with barriers to their wellbeing. For example, children who have not attended a pre-school before feel fully part of the community. Leaders are highly responsive to children's individual circumstances, for example working with parents and carers who are new to the community to help them to access services. Children feel welcomed and excited to go to the pre-school and see their staff and friends.

Staff work with families to understand the risks to children online. They attend training to understand the impact on all children, including those with barriers to their learning. Staff rigorously review their policies and procedures to ensure children's wellbeing needs are met. For example, they use mealtimes as an opportunity to talk to children about healthy foods and nutrition so that children consistently make healthy choices.

Staff create a culture where children learn to understand their own physical health. For example, they consistently teach children messages about hygiene and healthy eating. Children learn self-care skills that help them to be physically fit and healthy. They enjoy plentiful opportunities for outdoor play, including on trips to the local park as well as in the pre-school garden. Staff create a wealth of enriching sensory experiences that support children's emotional development. For example, children spend time exploring water and sand as they reflect on their feelings. Children develop lifelong healthy habits for their own self-care and wellbeing.

Leadership and governance: Strong standard

Leaders are highly effective in their roles. They consistently share their vision of an inclusive curriculum that supports all children, including those with barriers to their learning and/or wellbeing, to thrive. Leaders inspire staff to undergo further training that helps them to consistently develop high levels of teaching skills. Staff are highly productive in sharing their own professional development with others. For example, staff share training on school readiness following training at the local school. They support each other by sharing best practice that enhances their confidence. Leaders identify areas for development and address these with staff, including helping children to manage their feelings consistently. This work is ongoing and leaders are supporting staff to embed this consistently across the pre-school. All staff feel valued and work together to create an innovative curriculum that they all understand and execute consistently.

Leaders with responsibility for supporting children with special educational needs and/or disabilities have secure knowledge and skills. They create close links with a wide range of experts so that all children can access support. For example, staff signpost parents and carers to medical professionals to enhance children's wellbeing.

Staff's communication with parents is impressive. They support families to understand children's learning, any barriers and the way that children learn. This means that children can take their learning beyond the pre-school and share it with their parents in meaningful ways in preparation for their future education.