Heathlands Community Preschool And Out Of School Club

Inclusion: Strong standard

Inclusion is a key strength of the setting. Leaders foster a highly inclusive environment, where children's individual needs, backgrounds and circumstances are understood and valued. Staff identify potential barriers early through effective observation, robust partnerships with families and collaboration with external professionals. As a result, children receive timely support that enables them to access learning, develop confidence and make good progress from their starting points.

Children with special educational needs and/or disabilities are supported particularly well. Staff adapt routines, environments and learning experiences to meet individual needs, using approaches, such as signing, tailored emotional support and outdoor experiences to promote communication, independence and emotional wellbeing. Practical adaptations including accessible spaces and personalised care ensure children with physical needs can participate fully alongside their peers, helping to build confidence and self-esteem. Children known to social care benefit from consistent, nurturing support. Staff work closely with families and professionals to provide stability and emotional security, enabling children to develop positive relationships and increasing independence.

Children learn about different cultures, faiths and traditions through meaningful experiences and discussions. For example, children proudly share their experiences of celebrating Eid, learn greetings from different languages and explore similarities and differences between families and communities. Consequently, children develop a profound sense of belonging, respect for others and an appreciation of the diverse world around them. Children thrive in an environment where individuality is celebrated, and everyone is valued.

Curriculum and teaching: Strong standard

Leaders have designed an ambitious, well-sequenced curriculum that prioritises communication, language, independence and a love of learning. They make excellent use of the outdoor environment to enrich children's experiences and deepen their understanding of the world. Regular visits to the allotment, nature area and outdoor learning spaces provide meaningful opportunities for children to explore, investigate and apply new knowledge. As a result, children are curious, motivated learners, who engage enthusiastically in their learning.

Staff deliver the curriculum effectively through high-quality interactions that extend children's thinking and language. Mathematical concepts are woven naturally into play as children count, compare and identify shapes in the environment. Staff introduce ambitious vocabulary, including words, such as 'octagon' and 'fragile'. Staff skilfully reinforce learning through discussion and recall. Consequently, children develop remarkable communication skills, growing mathematical understanding and confidence in expressing their ideas.

Teaching promotes independence and resilience particularly well. Staff encourage children to assess risks, solve problems and make decisions for themselves. For example, children confidently climb trees, balance on equipment and consider how to keep themselves safe during play. Children, therefore, develop perseverance, self-confidence and good judgement.

Inclusion is embedded throughout the curriculum. Staff adapt experiences and levels of challenge to meet individual needs and work closely with families and professionals to support all children's participation and achievement. Therefore, children also develop respect for others, a wonderful sense of belonging and an appreciation for diversity.

Achievement: Strong standard

Children achieve highly across all areas of learning and development. They are curious, confident and enthusiastic learners, who communicate effectively with adults and peers. Children use a rich vocabulary, such as 'binoculars' and 'chrysalis', recall previous learning and confidently explain their ideas during discussions and play.

Children develop secure mathematical knowledge. They count accurately, recognise and create shapes, compare size and length and apply mathematical language naturally. For example, children count sticks and create shapes in the outdoor environment.

Children demonstrate wonderful physical skills and coordination. They climb, balance, ride bicycles and use tools safely, showing a good understanding of risk and how to keep themselves safe. They also develop high levels of independence, confidently managing routines and caring for their environment.

Children form positive relationships and show kindness, cooperation and empathy. For example, they carefully cover worms to protect them from the sun and celebrate each other's achievements with enthusiasm.

Children who face barriers to learning make notable progress from their starting points. They develop confidence, communication, emotional understanding and self-help skills, becoming resilient learners, who are well prepared for school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders create a highly positive culture, where kindness, respect and inclusion underpin daily practice. Staff consistently model courteous behaviour and establish clear expectations. As a result, children develop excellent attitudes towards others and understand the impact of their actions.

Children's behaviour is exemplary. They are kind, considerate and welcoming, readily including others in play, sharing resources and showing genuine care for their peers. For example, children confidently guide visitors around the setting and support younger children during activities. They celebrate each other's achievements and demonstrate respect for different backgrounds, beliefs and experiences. Consequently, the setting is a warm and harmonious community, where all children feel valued and accepted.

Children display inspiring attitudes to learning. They engage deeply in activities such as bug hunts, sustain concentration and approach challenges with confidence and enthusiasm. They cooperate well, listen attentively and persevere when solving problems, helping them become resilient and motivated learners.

Established routines support children's independence and self-discipline. Children transition smoothly between activities, manage their belongings and take responsibility for tasks, such as tidying resources and preparing for outdoor play.

Leaders promote excellent attendance through established partnerships with families and clear communication. Inclusive approaches underpin behaviour management, with staff adapting expectations sensitively to meet individual needs. As a result, children feel safe, secure and able to thrive alongside their peers.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are promoted effectively. Leaders create a nurturing environment, where children feel safe, secure and valued. Staff build trusting relationships with children and families and take time to understand individual needs and circumstances. As a result, children develop confidence, emotional security and a wonderful sense of belonging.

Robust systems help keep children safe and well. Staff carry out thorough risk assessments, maintain effective supervision and teach children how to manage risks independently. For example, children understand the importance of handwashing, sun safety and make sensible decisions during outdoor activities. Consequently, children develop a secure understanding of how to keep themselves healthy and safe.

Staff promote healthy lifestyles through meaningful experiences. Children grow, harvest and use fruit and vegetables from the allotment, helping them understand healthy eating, sustainability and the value of contributing to their community.

Children's emotional wellbeing is supported particularly well. Staff respond calmly and sensitively, adapting their approaches to meet individual needs. Children who face additional challenges receive tailored support that helps them recognise and express their emotions, building confidence and resilience.

Inclusive practice is embedded throughout the setting. Staff work closely with families and professionals to provide consistent support effectively to reduce barriers to wellbeing. As a result, children feel understood, cared for and fully included.

Leadership and governance: Strong standard

Leaders provide ambitious and determined leadership during a period of significant change. As a new management team, they have acted swiftly to strengthen the quality of provision. They have overhauled safeguarding procedures, enhanced resources, refined the curriculum and improved routines and learning environments. Leaders evaluate the setting honestly and identify clear priorities, including developing provision for younger children and strengthening community experiences. As a result, children benefit from a setting that is continually improving and increasingly responsive to their needs.

Leaders maintain high standards. They respond thoughtfully when incidents occur. For example, following minor accidents, they review risk assessments, strengthen supervision arrangements and make environmental improvements to reduce future risks. This proactive approach helps keep children safe.

Leaders place a deep emphasis on professional growth. They provide dedicated time for staff training and administration, regular supervision and an open-door culture, where staff feel valued and supported. Consequently, children benefit from consistent, confident care. Professional learning is used effectively to improve outcomes for children. Leaders support staff to develop expertise through coaching and role modelling. Less-experienced staff receive targeted support, while leaders continually review practice to ensure it meets children's changing needs. This helps staff provide high-quality learning experiences and tailored support for individual children.

Partnerships with parents and the wider community are a notable strength. Families describe communication as excellent and value the personalised support they receive. Leaders work closely with schools, external professionals and community organisations. They use additional funding thoughtfully to provide one-to-one support, outdoor learning opportunities and specialist resources, such as mobility aids. As a result, children access enriching experiences, barriers to learning are significantly reduced and children thrive.