Stanway Pre-school

Inclusion: Strong standard

Leaders have established an inclusive culture where all children are valued and supported to access the curriculum. They are highly skilled at identifying children's individual needs through careful assessments of children's starting points, ongoing observations and close communication with parents and carers. This enables staff to recognise children's emerging needs early and take timely action to reduce barriers to learning. For example, staff use visual prompts, such as 'Now and Next' boards, and structured routines to help children understand expectations and manage transitions. They adapt activities so that all children can take part, including those with special educational needs and/or disabilities (SEND). These approaches help children to engage alongside their peers and build confidence.

Leaders monitor children's progress closely and review the impact of support regularly. Staff benefit from ongoing training and guidance, which develops their understanding of how support can be structured for children with SEND. Leaders work effectively with families and external professionals, including the local children's centre, speech and language therapists and multi-agency teams. Leaders maintain regular communication with professionals and implement shared strategies to support children's communication and emotional development. This helps to ensure that support is consistent and meets children's needs.

Curriculum and teaching: Strong standard

Leaders and staff deliver a highly ambitious, inclusive and well-sequenced curriculum that builds carefully on what children already know and can do. They regularly review children's progress and identify where support can be made to deliver high-quality learning. Staff engage children's learning through meaningful interactions, ensuring that unique individual needs are met. For example, staff revisit children's prior learning as they hold conversations with children while they watch the ducklings they hatched from eggs, building memory skills and a rich vocabulary.

Staff are highly skilled in teaching the curriculum. They consistently support children's communication and language through effective role modelling. They introduce mathematical concepts as children explore mud and water play with pots and pans. For example, staff talk to children about how 'full' and 'heavy' they are. Children have time to think and respond appropriately. Staff extend children's ideas as they use tweezers to 'pinch' lemons and 'squeeze' them into the water. This helps children to develop fine motor skills and become confident in their own abilities. This includes children with special educational needs and/or disabilities, who receive highly tailored support to meet their needs well.

Staff teach children about sustainable living. For example, children help tender their own allotment, growing fruit and vegetables. They learn about seeds and how to plant and look after their produce through to harvesting and eating their home-grown foods. This teaches children about making healthy food choices and their wellbeing. Children flourish in an environment where they feel safe, welcome and respected.

Achievement: Strong standard

Staff skilfully and consistently adapt teaching, routines and the environment so that children with special educational needs and/or disabilities, as well as disadvantaged children, can access the curriculum fully and participate confidently alongside their peers. All children are making secure progress through the curriculum, particularly in communication and language. For example, during 'bucket time' group activities, children listen attentively, respond to prompts and confidently join in with familiar words supported by using core Makaton signs. They demonstrate increasing understanding and expressive language. Children hear and practise key vocabulary, such as 'squash' and 'squeeze'. This helps them to link words to actions and use language with greater confidence. Children also show developing social skills as they take turns, wait patiently and cooperate during group activities.

Children settle well and explore activities with confidence. They show a love for playing outdoors and safely take turns on equipment. For example, they build obstacle courses out of crates and ramps. They gain increasing control and coordination as they climb steps to the slide and use play equipment. This helps children to build their physical skills and problem-solve with their peers.

Leaders rigorously monitor children's progress closely and are highly reflective in regularly reviewing the impact of support. As a result, all children make secure and sustained progress from their starting points. As they leave the nursery, older children are extremely well prepared for their move to school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders establish a clear, consistent and highly effective approach to behaviour and routines. They set high expectations and ensure that these are applied securely across the setting. This helps children to understand and follow expectations confidently. Leaders' well-established routines support children to feel safe, settled and ready to learn. Children follow routines independently and move purposefully between activities. For example, when staff ask children to stop and show their 10 fingers to gain their attention, children quickly respond.

Staff form warm, positive, secure relationships with children. Children show excellent levels of kindness, respect and consideration for others as they play and learn together. Younger children play cooperatively and listen carefully to one another's ideas. Staff are always close by to offer support where needed. For instance, staff use sand timers to help children understand when it is their turn next. These secure relationships strongly support children's emotional wellbeing and sense of belonging.

Children demonstrate very positive attitudes to learning. They show high levels of curiosity, remain deeply engaged and sustain concentration for extended periods. Inclusive approaches ensure that all children, including those who are disadvantaged and children with special educational needs and/or disabilities, participate fully and develop strong self-regulation and independence. For example, children self access visual cues on the 'Now and Next' board, happily taking themselves out into the garden.

Leaders actively promote regular attendance and have made effective use of additional funding to support all children to access their sessions, helping to ensure that they benefit fully from their funded entitlement.

Children's welfare and wellbeing: Strong standard

Leaders consistently prioritise children's welfare and wellbeing, ensuring that policies, procedures and practices are regularly reviewed, updated and implemented effectively. Children thrive in their emotional wellbeing because they benefit from trusting relationships with kind, nurturing and empathetic staff. Children benefit greatly from these positive relationships and the well-planned environment, as they are settled, happy and confident to explore and engage in learning.

Leaders provide nurturing and responsive care, promptly meeting children's individual needs to ensure their safety and wellbeing. The effective key-person system enables staff to get to know children well and understand their individual needs, allowing them to respond sensitively and build secure attachments. Routines are flexible and adapted where necessary to meet children's individual needs. Children with additional needs benefit from tailored adjustments, such as safe spaces to explore while large-group activities take place if they choose not to join in, and one-to-one support, which helps them feel secure and fully included.

Health and safety routines are embedded thoroughly. Staff implement safer eating practices, clear dietary systems and hygiene routines to minimise risk effectively. Children independently access water and learn about healthy food choices. For example, children have chosen a variety of healthy snacks they would like to try this term.

Leadership and governance: Strong standard

Leaders are passionate and enthusiastic to drive excellence at the nursery. Staff morale is high, and they engage in regular supervision sessions to share their interests and seek professional training opportunities. They support staff to continue developing their practice and empower them to take responsibility for making improvements. Staff training is relevant and impactful, enhancing teaching and learning, such as the use of 'bucket time' training to include all children in interactions. Leaders actively support staff's wellbeing and workload. Staff report they feel well respected and valued in their roles.

Parents speak extremely highly of the setting, commenting that staff 'go above and beyond' in supporting their children and that they are 'very impressed' with the progress their children make. Leaders proactively work with local schools, other professionals and settings to share information so that children's needs can be met in times of transitions to school or other settings.

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. Staff fully embrace this vision. They demonstrate commitment and dedication in all aspects of their work. Leaders question staff and include them in decisions that impact the experiences of children. For example, they have all been a part of the recent outdoor development and planning the additional learning experiences for children, such as the recent trip to the zoo.