Newick Pre-school

What is it like to attend this early years setting?

Children thrive in this inclusive and nurturing setting. They feel safe, supported and eager to learn. Strong relationships with parents are built from the start, and regular communication ensures a shared approach to children's development. The setting also values links with the wider community. For example, children visit a local care home, take part in seasonal events like Bonfire Night, and welcome visitors such as doctors and nurses during themed activities. These experiences deepen children's understanding of the world and help them develop a strong sense of belonging and readiness for school.

Children make excellent progress from their starting points. Staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). For example, additional funding is used to employ an additional staff member to ensure that the environment is fully inclusive. Children make rapid progress in their learning and development that ensures they are superbly prepared for the next stages in their learning.

The setting demonstrates a strong commitment to preparing children for school. Staff place a clear emphasis on building key skills such as resilience, independence, speech and language, self-regulation and confidence, foundations that underpin their flexible, child-centred curriculum. Planning is both responsive and reflective. There is a balance of free play and structured learning activities, all tailored to support individual interests and developmental needs.

Children behave exceptionally well. They display wonderful social skills and impeccable behaviour. They follow routines, play cooperatively and support each other. They know the pre-school rules and helped to create them, which gives them a sense of ownership and responsibility. Children show a genuine love of learning. Staff model respectful behaviour and kindness. As a result, children are polite, considerate and extremely friendly.

What does the early years setting do well and what does it need to do better?

• Staff believe in every child's potential and never place limits on what children can achieve. They provide plenty of opportunities for children to challenge themselves and learn at their own pace. Outdoors, children explore physical activities that help them assess and manage risks safely. Indoors, they enjoy a rich variety of thoughtfully chosen resources that enhance their learning and spark imagination.
• Staff support speech and language effectively. They use intervention programmes through play, songs and stories. Each week, they introduce a new Makaton sign to support all children, not just those with SEND. Staff talk with children throughout the day, asking thoughtful questions and describing what they see. They give children time to think and respond. Staff make excellent use of advice and support from other professionals, such as a speech and language therapist, to implement strategies that support all children's development. This helps children communicate confidently, grow their vocabulary and express themselves in different ways.
• The curriculum is child-led and thoughtfully planned to build on what children know and can do. Staff broaden children's interests through an ambitious, secure and sequential curriculum tailored to their needs. They support learning with real-life experiences, such as collecting mint leaves from the allotment to make potions, making learning purposeful and memorable. Topics connect to real events like Chinese New Year and Diwali.
• Leaders are inspirational. They have a clear and ambitious vision for children that is fully understood and implemented by all staff. Leaders are experienced, hands-on and committed to inclusion. They have a secure understanding of the needs of children with SEND and work exceptionally well with other professionals. Referrals are made swiftly to secure funding for children to have access to specialist support. Staff work closely to implement targeted interventions that ensure that excellent progress is made across the curriculum.
• Leaders mentor staff, hold weekly meetings and keep communication open. Training is regular and focused on what staff need. Leaders have created a passionate and dedicated staff team. They lead by example and encourage staff to reflect, learn and keep improving. As a result, staff feel confident and supported and consistently provide high-quality care and education.
• Staff help children manage their emotions using calm voices, visuals and verbal pre-warnings. For example, when children find a transition difficult, staff gently remind them of the change and support them through it. This consistent approach helps children feel secure, show kindness and make thoughtful choices during play and daily routines.
• Parents feel exceptionally valued. They appreciate how staff support their children with care and understanding, give personalised support, spot needs early, and work closely with families to help every child progress. They overwhelmingly share positive feedback about the effective support with speech, language, coordination, confidence and school readiness. Staff build extremely strong bonds with children, know their needs well and give regular updates. As a result, parents feel involved, listened to and welcomed.