The Learning Tree Preschool

Inclusion: Strong standard

Leaders and staff implement robust assessment procedures. They identify gaps early through rigorous assessment and act swiftly to put effective support in place. Staff demonstrate a secure understanding of local procedures and access additional support in a timely manner. Leaders know when to make referrals for additional professional advice and do so quickly, reducing barriers for children and families. Parents comment they feel involved in all aspects of their children's learning and appreciate the advice and support staff give them. This ensures children's changing needs are consistently met.

Leaders use additional funding effectively to support all children, including those who are known or previously known to children's social care. For example, they target resources to children's individual interests and provide experiences that strengthen children's personal, social, and emotional development. Staff review all strategies and adaptations regularly to ensure they are having a positive impact on children's learning.

Staff maintain high expectations of children with special educational needs and/or disabilities (SEND) and provide a highly inclusive environment. Leaders and staff attend regular training to improve their understanding of individual children's needs. For example, they give children the time and space they need when they become overwhelmed to help them regulate their emotions and behaviour in ways appropriate to their stage of development. Staff use signing and simple, clear language to support children with communication and language needs. They ensure children who need it receive additional adult support to fully participate and succeed.

Curriculum and teaching: Strong standard

Leaders design and consistently deliver a broad, well-sequenced curriculum that motivates children to engage in meaningful learning. Children plant seeds and explore a 'treasure box' of artefacts and postcards to discuss holidays and learn about the world. Staff place a strong focus on physical development. They thoughtfully plan opportunities that encourage children use their bodies with increasing accuracy and control.

Skilled and flexible staff adapt the curriculum and teaching effectively for children with special educational needs and/or disabilities (SEND)and those with barriers. They use targeted adult support, signing, and tailored resources to ensure all children make progress. Interactions are consistently positive and respectful. Staff offer frequent encouragement and praise. They celebrate with high-fives when children 'have a go' or master new skills, such as navigating an obstacle course independently. Staff know children extremely well and use this knowledge to extend each child's learning. They use warm, encouraging language, such as 'we can do this together,' to support younger children and those new to the pre-school to engage in new experiences.

Staff implement the communication and language curriculum skilfully. They model language, use sign language, and continually extend children's vocabulary. For instance, staff support children to use mathematical language such as 'wider' and 'taller' during water chute play and as children create obstacle courses in the garden.

Achievement: Strong standard

All children including those with special educational needs and/or disabilities (SEND) or barriers to their learning develop a wide range of key skills and knowledge across the curriculum and achieve well from their starting points. This prepares them well for school and future learning.

Younger children prepare their own food, ride bikes and scooters with control and confidently play alongside older children. Older children speak clearly, express their needs effectively and show high levels of involvement and concentration.

Children demonstrate high levels of physical competence. They manage obstacle courses with control, navigate space safely, handle scoops accurately, and confidently serve themselves at lunchtime. Children apply mathematical thinking in play. For example, they work out how many knives and plates they will need for everone at snack time. They talk about how many children remain at the table when some go to wash their hands.

Children build positive relationships and show an understanding of their own and other's feelings. They play cooperatively, join in games such as hide-and-seek, help each other lift large crates, and wait patiently for their turn to control the traffic lights as they ride their bikes.

Behaviour, attitudes and establishing routines: Strong standard

Children behave well. They listen carefully and follow staff's instructions. Staff implement clear behaviour strategies and address minor conflicts quickly, sensitively, and positively. For example, they explain how to resolve sharing issues and reinforce safety, such as why children should use equipment carefully and safely. All staff maintain high expectations and apply rules and boundaries consistently. This helps children understand what is expected of them. Routines are clear, embedded, and followed by all children. Staff thoughtfully adapt some routines for children who find large groups overwhelming or for children who are younger and/or new to the pre-school. Staff support emotional development consistently using books, emotion stones, and soft toys. They share strategies with parents who comment that this has a positive impact on children's behaviour at home.

Children build positive relationships and secure attachments with staff. They seek staff for comfort, sit on their laps, and proudly share achievements. Staff sensitively and consistently support children to cooperate and show kindness to eachother.

Children stay engaged in play and listen attentively during group times. They show curiosity and ask questions, such as asking staff how they can make water run faster down a water chute. Staff always respond positively and respectfully. They listen to children's views and value their ideas.

Leaders promote regular attendance by sharing policies, working flexibly with parents, and reminding them of the importance of punctuality.

Children's welfare and wellbeing: Strong standard

Staff consistently follow effective procedures to promote children's health and welfare. For example, staff implement good hygiene procedures. They support children to wash their hands regularly and remind children to use soap thoroughly. Children are taught to use accessible nose-wiping stations to encourage good hygiene habits.

Staff manage children's dietary needs carefully. They use coloured plates for children with high-risk allergies and work closely with parents to manage children's individual dietary requirements. Children learn how to keep themselves safe. They know to wear helmets, use knives safely, walk indoors and follow a one-way system on bikes to reduce accidents.

Staff respond sensitively to children's individual care needs and work closely with parents to ensure consistency with toilet training. They promote healthy eating through nutritious menus and shared recipes. Staff support children's emotional wellbeing effectively by creating calm spaces and helping children 'reset' themselves when needed. Displays of family photos and drawings of each child's family help children feel valued, secure, and included. Staff learn and use words in children's home language to help them feel welcome and included.

Leadership and governance: Strong standard

Leaders demonstrate a secure understanding of children, families, and the local area. They demonstrate clear knowledge of the pre-school's strengths and priorities. They engage in relevant training and continually strengthen supervision systems to ensure staff understand their roles and continually improve their knowledge and practice. Leader's have high expectations for themselves, staff, and children. This helps drive continuous improvement.

Leaders manage staff workload well and prioritise wellbeing. They regularly seek and respond to feedback from staff. Staff are positive, dedicated, and motivated. They work well as a team to provide high-quality care and education for all children.

Leaders and staff identify children's needs quickly and implement timely interventions and use additional funding to reduce barriers for children and help them achieve well. Leaders build highly effective partnerships with external professionals, including special educational needs and/or disabilities advisors, health visitors, and schools. These relationships support consistency for children. For example, leaders have formed strong links with local schools, including forest school provision, and invite schools into the pre-school to support transition arrangements.

Partnerships with parents are well established. Parents report that staff identify concerns early and put effective support in place when their children show gaps in their learning. Parents say they feel included in all aspects of their children's learning.