Little Acorns Preschool

Inclusion: Strong standard

Staff and leaders are highly skilled and experienced, and they use effective systems to identify children's emerging needs and address them swiftly. Strong partnerships with parents and external professionals, including health visitors and inclusion partners, ensure that all children receive well-rounded support and timely intervention from the outset. This helps remove barriers to learning. For example, children with special educational needs and/or disabilities (SEND) benefit from carefully tailored adaptations and personalised educational programmes. They are encouraged to attend regular forest school sessions, where they engage in meaningful social and learning experiences in smaller groups. In addition, children with SEND receive enhanced sessions focused on developing their emotional regulation, communication and language skills, as outlined in their detailed intervention plans.

Leaders and staff consistently implement learning opportunities that are closely matched to each child's individual needs. They make effective use of additional funding by working in partnership with parents to invest in staff training, purposeful resources and enriching learning experiences. High-quality ongoing training helps staff observe children carefully, plan appropriate support, put strategies into practice effectively, and review outcomes to ensure that each child makes progress. Leaders ensure that children who face barriers to learning engage in exciting, purposeful experiences that enrich their development. For example, children who require additional support to build their social skills and emotional resilience spend extended time in small groups and one-to-one interactions with skilled staff, participating in thoughtful discussions and guided play. This consistent, targeted support ensures that all children rapidly develop the skills they need to become confident, independent and resilient learners who truly thrive in the setting.

Curriculum and teaching: Strong standard

Leaders and staff are highly skilled and experienced, and they have consistently high expectations for what they want children to learn. They carefully consider each child's age, stage of development, needs, and interests when designing an ambitious, well-sequenced curriculum that is embedded across all areas of learning. The curriculum is inclusive and thoughtfully adapted to meet the needs of children with special educational needs and/or disabilities, as well as those who may face barriers to learning. Staff use a consistent approach to assessing what children know and can do, which informs the planning of effective learning experiences for all children. They take the children's starting points, individual needs, and stages of development into account, ensuring that the curriculum is implemented effectively and that children make remarkable progress over time.

Staff and leaders actively enrich children's communication and language skills through purposeful discussions and high-quality interactions. Children rapidly acquire new vocabulary, such as 'cocoon', and confidently use these words to describe their drawings and mark making. Staff also promote children's mathematical development through regular counting activities and meaningful learning opportunities. For example, during outdoor play, children explore the concept of size by comparing 'big' wooden logs to 'small' wooden logs, which supports deeper thinking and reasoning.

Staff and leaders prioritise children's physical and emotional development. In the woods, children skilfully walk over and crawl under the pretend 'cobweb' they have created using ropes tied between trees. They persevere when challenges arise and show high levels of determination to succeed. These experiences strengthen children's large-muscle skills, balance and coordination. Additionally, staff sensitively help children understand and express their feelings. They benefit from woodland 'wellness sessions', such as yoga and quiet zones for exploring 'colour monsters', which help build emotional resilience.

Achievement: Strong standard

Children engage in rich, purposeful learning experiences, leading to rapid and sustained progress from their starting points. For example, they quickly learn about the life cycle of a butterfly and confidently represent their understanding through detailed drawings. Children also refine their fine motor skills and dexterity as they mix colours and concentrate deeply to create their own artistic 'masterpieces'.

Children's language skills develop swiftly. Those who speak English as an additional language acquire new vocabulary at pace and confidently participate in meaningful conversations. Children also develop the physical skills needed to climb trees safely and balance on large wooden logs, strengthening their gross motor abilities and building stamina.

Children who face barriers to learning, including those with special educational needs and/or disabilities (SEND), make significant progress in their development. For example, children with SEND show great enthusiasm as nurturing staff help them identify characters from their favourite story and engage positively with their peers. As a result of this inclusive and targeted support, all children develop the essential skills they need to move successfully from one stage of education to the next.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff build warm, positive relationships with all children and set clear, consistent and age-appropriate expectations for behaviour. Children respond to these expectations with confidence and behave incredibly well, showing a secure understanding of the setting's boundaries. For example, children wait patiently for their turn to use the paint tubes, creating beautiful masterpieces while demonstrating tolerant and considerate behaviour towards their peers.

Staff and leaders act as admirable role models. They gently guide children to be considerate, share resources, and take turns. As a result, children collaborate effectively with one another. For example, they work together to mix natural materials, such as water and mud, to create a 'bath' for the badgers, and they prepare food for the squirrels, carefully spreading it throughout the woods. These shared experiences strengthen children's social skills and sense of teamwork, helping them form positive and meaningful relationships.

Staff and leaders have effective systems in place to monitor children's attendance, ensuring that they do not miss out on the rich and inspiring learning opportunities on offer. They work closely with parents to establish positive and consistent routines for punctuality, supporting children's wellbeing and readiness to learn.

Children's welfare and wellbeing: Strong standard

Staff and leaders create a warm, welcoming environment in which children feel safe, settled and happy. They establish clear routines that children follow with confidence. For example, before mealtimes, children independently wash their hands and choose the fruits they would like to eat. They skilfully cut the fruit and place it onto skewers while engaging in purposeful conversations about healthy eating. Children also brush their teeth regularly while at the setting, demonstrating a strong understanding of hygiene practices.

Children thoroughly enjoy exploring both the indoor and outdoor environments, including the local woods. They make independent choices about what they would like to investigate. For instance, in the woods, children excitedly run around the trees to find the mouse from their favourite story. They carefully avoid obstacles, which helps them develop a deeper awareness of personal safety. These experiences further enhance children's gross motor skills and deepen their understanding of the world around them.

Staff and leaders offer consistent, meaningful recognition for children's efforts and achievements. They proudly display children's creations throughout the setting and celebrate their imaginative costumes. Staff also sensitively help children understand and express their feelings, creating calm spaces where they can relax and enjoy books independently. Children who face barriers to learning receive targeted support to strengthen their social skills and build emotional resilience. As a result, all children develop a secure sense of emotional wellbeing and the confidence to manage their emotions and relationships effectively.

Leadership and governance: Strong standard

Leaders are highly ambitious and reflective, working tirelessly to ensure that children receive the very best start to their early education. They have a clear and accurate understanding of the setting's strengths and promote a culture of continuous improvement and innovation. Staff fully embrace this vision, demonstrating commitment and dedication in all aspects of their work.

Strong partnerships with parents and the wider community are central to the setting's success. Parents feel well supported and actively involved in their children's learning journey. Leaders' proactive engagement ensures that all children, including those who face barriers to learning, receive tailored support and thrive in this inclusive environment.

Leaders place great value on staff wellbeing and professional development, fostering a positive culture where individuals feel respected, included and motivated. They empower staff through targeted training programmes and regular supervision meetings. For example, staff benefit from specialist training that enables them to confidently plan and deliver high-quality, nature-based educational experiences for all children. As a result, staff experience meaningful professional growth and consistently report high levels of job satisfaction.