Parley Community Pre School

Inclusion: Strong standard

Practitioners receive highly effective training on the graduated approach. Every child's individual needs are identified and understood. Practitioners carry out accurate assessments from the earliest point, using observations and parental insights to build a clear picture of each child's strengths and areas for development. When barriers to learning or wellbeing arise, they are quickly recognised and reduced through thoughtful adjustments, sensitive interactions and targeted support. Strong partnerships with parents underpin the setting's inclusive culture. Leaders work closely with families, valuing their contributions and ensuring they take an active role in decision-making. Effective engagement with professionals and external agencies broadens children's access to specialist support and enriches their experiences. Early years pupil premium funding is used strategically to benefit disadvantaged children. Leaders monitor the impact of funding, ensuring that resources, such as new climbing equipment, enhance learning opportunities.

Curriculum and teaching: Strong standard

Practitioners deliver a broad and ambitious curriculum that equips children with the knowledge and skills they need for their next stages of learning. Leaders carefully consider what children already know and have experienced, enabling them to tailor the curriculum to individual needs. Children learn a wide range of meaningful skills, such as catching a bus to the library and purchasing ingredients from a local shop.

Children make remarkable progress in their physical development. They build strength and coordination as they confidently balance on ropes, and develop resilience and stamina during regular walks to the woodlands.

Practitioners use their secure knowledge and understanding of child development to deliver purposeful interactions that reflect children's interests and developmental needs. Children explore mathematical ideas through rich play experiences. Practitioners model a genuine enjoyment of mathematical thinking, narrating their reasoning as they build structures with a variety of shaped bricks.

Language development is woven through all aspects of the curriculum. Practitioners deliver interactive story sessions, where children relish joining in with retelling the story using props such as tubes for imaginary telescopes. Practitioners skilfully extend children's vocabulary and support their communication.

Achievement: Strong standard

Children achieve extremely well at the setting. They confidently demonstrate the skills and knowledge they have been learning. For example, children recall past learning about seeds they found in the woodlands, and how these can be planted to grow more trees.

Children's progress is particularly strong in communication and language. They engage in rich interactions and learn to express themselves, listen attentively and build a growing vocabulary. Children apply their learning with increasing independence. They are incredibly well prepared for their next stage of learning and show progress across all areas of their development.

Children are extremely proud of their achievements. For example, they beam with delight when they receive an award during group sessions to share and celebrate their successes together.

Behaviour, attitudes and establishing routines: Strong standard

Leaders work with families to promote positive attendance. They make adaptations, ensuring that all families feel supported. Practitioners consistently maintain high standards in promoting positive behaviour. They take full account of each child's age, stage of development and individual needs when helping them to meet behavioural expectations. Practitioners use highly engaging strategies to capture children's attention and make a point of celebrating their successes.

Practitioners consistently model respect and create an environment where children feel valued and safe. They encourage kindness and children's support for each other. Practitioners support children in forming friendships and teach them how to cooperate and interact positively. As a result, children increasingly learn positive social skills, how to share and how to work together. Strong attachments between practitioners and children underpin this, enabling children to respond confidently to routines and guidance. Friendships flourish, and children learn to communicate their needs effectively.

Children's welfare and wellbeing: Strong standard

Warm, trusting relationships between practitioners and children are firmly established. Practitioners work seamlessly with parents to provide consistency in care and aid children's progress. Practitioners implement attentive care routines that reflect each child's individual needs. They demonstrate they are highly responsive to children's cues, providing comfort and reassurance when needed while sensitively encouraging children's independence. Practitioners use flash cards to support children to recognise, express and manage their emotions, supporting them to develop a secure sense of emotional wellbeing and confidence. Practitioners actively promote healthy choices. When visiting woodlands, they help children learn about the benefits of physical activity and how to keep themselves safe. Children learn to follow routines independently, such as washing their hands before eating their snack in the woods.

Leaders also help families to understand the safe use of digital technology, introducing simple principles about staying safe online.

Leadership and governance: Strong standard

Leadership in the setting is highly effective in driving continuous improvement. Following recent roof works, leaders have redesigned the indoor and outdoor spaces, creating purposeful environments that inspire curiosity and creativity. Their planning and clear vision have had a highly positive impact on the stability and quality of practice throughout the changes.

Leaders have an accurate understanding of the provision's strengths and areas for development. They act promptly on identified areas for improvement. The introduction of resource packs for families to support learning at home, together with inviting families into the setting at key stages throughout the building works, has strengthened partnerships with families and kept them informed on the process.

Leaders foster a supportive culture where practitioners feel valued, listened to and able to carry out their roles confidently. Practitioners say that they enjoy working at the setting. This is reflected in the strong teamwork and the warmth they show towards both children and each other. There is a clear focus on professional development, with regular reflection to continue raising the quality of practice.