Hilltops Pre School

Inclusion: Expected standard

Leaders and staff understand children's individual needs and family circumstances well. Effective systems identify children needing extra support through observations, assessments and detailed information gathered from parents. Children with special educational needs and/or disabilities (SEND) are identified early. Staff use their knowledge to adapt teaching, plan targeted experiences and support children to make progress from their starting points.

Inclusive practice is prioritised across the pre-school. Leaders make reasonable adjustments, such as using 'now and next' visual boards, to reduce barriers to learning and promote wellbeing. Staff receive targeted training to help them recognise emerging needs and respond promptly. Leaders work closely with parents and professionals, such as portage and the local SEND team, to agree strategies and maintain consistency.

Leaders carefully monitor the progress of children receiving additional support and review strategies to check their effectiveness. For instance, regular meetings with parents, external agencies and staff are used to reflect on children's progress and adapt support where needed. Leaders recognise the importance of continuing to strengthen their knowledge of effective support for disadvantaged children and the purposeful use of additional funding, and they are taking appropriate steps to develop this further.

Curriculum and teaching: Expected standard

The curriculum is carefully designed to support children's development across all areas of learning. Teaching builds on what children already know and can do. For example, children extend their mathematical understanding as staff encourage them to count toppings on pretend pancakes and match these to numerals. Staff adapt teaching to support children with special educational needs and/or disabilities, so they can access the curriculum alongside their peers. However, at times, the organisation of planned activities means that staff focus on supporting individual children. This means all children are not fully included in the intended learning during these times. Despite this, children engage well and demonstrate positive attitudes to their learning.

Overall, leaders have a clear vision for the pre-school and understand the strengths and areas for development. They engage in regular reflection to identify priorities and drive improvement, using this information to make targeted changes. For instance, weekly forest school sessions now enrich the curriculum and support children's confidence, resilience and understanding of the natural world.

Ongoing assessment is used effectively to identify next steps and tailor learning to children's stages of development. Communication and language are promoted well. Staff model vocabulary and encourage conversation. For example, when making pancakes, children learn new words such as 'whisk', helping them develop vocabulary and become increasingly confident communicators. Staff prioritise children's physical and emotional wellbeing. Children benefit from regular music and exercise sessions that encourage movement and cooperation. Indoors, children confidently play together on the climbing frame, further developing balance, spatial awareness and physical competence.

Achievement: Expected standard

Children develop the knowledge and skills needed for their next stage of learning. They build knowledge over time and confidently apply what they have learned through play and daily routines. Children recall previous learning and use it to support new experiences. They demonstrate curiosity and positive attitudes to learning. All children make secure progress from their starting points, including children with special educational needs and/or disabilities. Children show increasing independence as they manage personal care, make choices and follow familiar routines, preparing them well for their eventual move to school.

Children communicate effectively. They listen attentively during group times, join in with familiar songs and engage in purposeful conversations. Children share their ideas, ask questions and use an increasingly broad vocabulary to express their thoughts. They cooperate with their peers and confidently apply their skills in different situations. As a result, children are well prepared for future learning.

Behaviour, attitudes and establishing routines: Strong standard

Children thrive in a calm and nurturing environment where expectations for behaviour are clear, consistently applied and highly effective. Staff act as exemplary role models, and children behave exceptionally well. When staff ring the pre-school bell, children immediately stop, listen carefully and follow instructions. Children recognise their feelings and begin to regulate their emotions appropriately for their age. Children with special educational needs and/or disabilities have access to a quiet area to support effective self-regulation when needed. Children demonstrate that they feel safe and secure, promoting highly positive attitudes to learning. Staff use praise purposefully to celebrate effort and achievement. Daily 'star of the day' awards foster pride, strengthen confidence and build resilience. Children use good manners, share resources and take turns. They play cooperatively, form positive relationships and resolve minor conflicts with minimal support.

Secure relationships with key persons help children develop strong self-esteem and emotional security. Well-established routines enable children to anticipate what happens next and move seamlessly between activities. Children arrive settled, ready to learn and eager to participate. Attendance is promoted rigorously, and absences are followed up promptly. This maintains continuity, supports ongoing progress and reinforces the strong sense of belonging within the pre-school.

Children's welfare and wellbeing: Expected standard

Leaders recognise the needs of all children and place emphasis on promoting their welfare and wellbeing, including children with special educational needs and/or disabilities. They provide a safe and secure environment where children feel safe and valued. Children develop secure, trusting relationships with their key person, who knows them well and responds sensitively to their individual needs. Staff demonstrate a secure understanding of safer sleeping and eating practices, and implement these consistently to support children's safety and overall welfare. Children are supported to recognise and manage their emotions through thoughtfully planned activities and meaningful conversations. For example, during group time, children are asked how they can be kind and welcome visitors to the pre-school.

Overall, staff actively promote healthy lifestyles and physical wellbeing. Children benefit from daily opportunities to be active in the fresh air. Regular forest school sessions further enhance children's confidence, resilience and self-esteem as they explore and take managed risks in the natural environment. Staff provide nutritious, well-balanced snacks, encouraging positive attitudes towards healthy eating. However, leaders and staff do not yet consistently support parents and children to understand the importance and benefit of a healthy diet.

Leadership and governance: Expected standard

Leaders and those responsible for governance demonstrate a suitable understanding of the pre-school's strengths and some priorities for improvement. They identify some areas for development and take action to enhance provision. Overall, leaders maintain effective oversight of the quality of education, ensuring continued improvement for all children. Recent leadership changes have been managed well, maintaining stability in the day-to-day running of the pre-school. Leaders consistently prioritise staff wellbeing and workload. They are attentive to individual circumstances and provide personalised support. Staff benefit from regular wellbeing meetings, and the long-standing staff team reports high levels of morale.

Leaders make informed decisions that are firmly in the best interests of children, including children with special educational needs and/or disabilities. Professional development is highly prioritised for all staff. Staff access regular training to keep their knowledge current and are encouraged to achieve higher-level qualifications. For example, leaders fund specialised training in outdoor and adventure learning, further enriching the forest school curriculum.

Partnerships with parents are highly effective. Parents are warmly welcomed and attend regular meetings to review their children's progress. Staff feel valued and motivated, contributing to a stable team and a culture of continuous improvement that benefits children.