The Valley Preschool

Inclusion: Strong standard

Leaders have a secure oversight of the individual needs of all children in their care. They carefully assess children's stage of learning when they first start through observations and discussions with parents. Leaders and staff identify what children already know and consider any adaptations they may need to reduce barriers to their learning. For example, leaders have recently made adaptions to reduce barriers for those who may have special educational needs and/or disabilities.

Leaders work closely with parents and other professionals who might be involved in children's education and care. For example, they liaise with speech and language therapists to implement collaborative plans for children so that they consistently benefit from a shared approach. Through this, leaders consistently make a demonstrable difference to children's outcomes.

Leaders have systems in place that enable them to identify and support children and families who may be known to children's social care. Leaders recognise how to use funding effectively, such as funding received for those who may be at a disadvantage or those who face barriers to their learning and/or wellbeing. Most recently, they have used this funding to implement a new programme to support children's developing speech and language.

Staff are highly knowledgeable about how to adapt the support they provide to different groups of children. They receive regular training to increase their knowledge of specific strategies and interventions they to support children's progress.

Curriculum and teaching: Strong standard

Leaders have developed an ambitious and inclusive curriculum. They have clear aspirations that they plan for children to achieve before leaving for school. Staff plan carefully to build on what children know and can do, taking into account their individual interests. Children benefit from a broad range of experiences that prepare them for the next stage of learning.

Staff provide a language rich environment. They enthusiastically broaden children's vocabularies during play. For example, children enjoy a bug hunt and staff introduce new words such as 'millipede' and 'woodlouse'. Older children demonstrate pride in their knowledge as they identify creatures by themselves, such as 'ladybirds' and 'ants'. Children demonstrate what they know and can do as they excitedly talk about where different creatures might live.

Staff recognise that every opportunity is a moment to extend and develop children's knowledge and understanding. Staff initiate meaningful conversations about different nutritional diets that people might have when children are playing an imaginative restaurant game. Children reflect on previous learning experiences such as growing onions and potatoes. Children's learning in consistently enriched through staff interactions.

Leaders review the effectiveness of their curriculum precisely. They have identified that they would like to deepen their mathematics curriculum even further. This is reflected in staff interactions, who provide children plenty of opportunities to talk about numbers, counting and comparison.

Achievement: Strong standard

Children are very well prepared for the next stage of their education. They build confidence and resilience during their play. For example, they enjoy challenging themselves with activities, such as large puzzles and try hard to complete them.

Children benefit from well-designed age-appropriate experiences, that align with their stage of learning. For example, children are provided with crafting and threading activities to strengthen the muscles in their hands. Children confidently cut with scissors as they create excitedly. Older children show pride in their work and proudly show how they write different letters in their names.

Children develop excellent independence skills through opportunities that have been carefully designed to meet children's stage of learning. They thoroughly enjoy cutting snack for themselves and preparing their equipment for activities. Children also communicate with confidence. For example, they share their interests with their friends and learn new words as they explore different insects in the outdoor play space.

Behaviour, attitudes and establishing routines: Strong standard

A harmonious and respectful culture is remarkably well embedded. Children demonstrate an exemplary understanding of treating others with kindness and care. Older children are thoughtful and consider how to involve those who are younger in their games. Children collaborate effortlessly during group activities. For example, they construct with magnetic shapes and complete large puzzles together, sharing resources with ease.

Leaders have designed an environment where boundaries are clear and consistent. Staff discuss behavioural expectations regularly and fairly with children. Appropriate adaptations are in place for those who may be younger, or those with special educational needs and/disabilities for example. As a result, children know what is expected of them and behaviour is highly positive.

Routines are embedded and very well structured to ensure children access all areas of the curriculum, regardless of the session or days that they might attend. As a result, children have an excellent understanding of what comes next. They thoroughly enjoy the different activities throughout and discuss the visual timetable and routine with their friends.

Leaders have a robust approach to attendance. They work closely with all families and share information and guidance about the importance of attendance and punctuality in supporting children to prepare for their transition to school.

Children's welfare and wellbeing: Strong standard

Children's wellbeing is consistently prioritised. Staff understand the importance of ensuring children feel safe and settled to support their learning throughout the day. They work closely with families when children first start to support their transition and emotional wellbeing as they become familiar with the preschool environment.

Staff provide children with plenty of opportunities to learn about personal safety. Older children demonstrate confidence and understanding, as they explain why it is important not to run inside.

Leaders ensure that staff consistently provide an inclusive environment where they consider how to prioritise all children's needs. They ensure that care routines are carried out sensitively and respectfully. For example, when children have their nappies changed staff talk to them and ask them questions about their day.

Staff provide children with plenty of opportunities to learn about good health. For example, they engage in conversations about preventing the spread of germs through cleaning and the importance of drinking water after exercise. Children demonstrate an independent understanding of making healthy choices. They recognise that different fruits and vegetables have nutritional benefit. Furthermore, moments in the day such as mealtimes are used as social occasions. Children share politely and say please and thank you to staff as they choose their fruits.

Leadership and governance: Strong standard

Leaders are highly strategic in their approach to driving continuous improvement at the setting. They have secure understanding of the strengths and improvement priorities to focus on. They use careful reviews and reflection to identify how to continually raise the quality of education provided for all children. For example, leaders assess the different needs of children and align specific staff training appropriately.

Leaders build excellent partnerships with parents, local schools and the wider community. They gather information to help them inform their curriculum and plan the experiences they want to provide for children. For example, leaders collaborate with a school teachers to aid a smooth transition to school and inform teaching in preparation for children's next stage in education. Leaders also engage with other community organisations to enrich children's understanding of the local area and the people within it.

Leaders have developed effective partnerships with parents. They ensure that parents are consistently involved in children's learning. Parents report how they enjoy being involved in different challenges that extend children's learning experiences at home.

Leaders have ensured that systems in place greatly reduce any overly burdensome workload for staff. This has been designed to support staff wellbeing and to ensure staff spend valuable time with children. Staff share they have plenty of opportunities to engage in collaborative feedback sessions with leaders. For example, they have regular supervisions to discuss training opportunities and curriculum improvement priorities. Staff feel supported and valued in their roles.