Tiggywinkles Pre-School

Inclusion: Strong standard

Leaders ensure that all children make consistently secure progress in their learning. They know children extremely well and have clear strategies to support individual needs. Staff have robust procedures in place to ensure that children's development is closely monitored. They act swiftly to provide adaptations or interventions to help children make excellent progress. For example, children who struggle with communication are supported with signs and visual aids to help them to communicate in other ways. Leaders understand how to use funding appropriately and use the specific needs of the children to tailor staff's professional development. For example, staff have completed training around autism to ensure that children's needs are quickly identified and supported. Staff work closely with parents and carers and other agencies, working together to provide consistent support for all children.

Children learn about differences and similarities in the world. As well as learning about different festivals, leaders challenge children's curiosities. For example, when children show an interest in religious clothing, such as a patka, visitors are invited to demonstrate how it is worn. This helps children build their understanding of different faiths, traditions and cultures.

Curriculum and teaching: Strong standard

Leaders provide a highly effective and ambitious curriculum that meets all areas of learning and development. Staff use assessment effectively to determine children's level of knowledge in order to build on what they know. For example, while some children learn to count 2 objects, others progress to working with numerals up to 6 or 9. Staff adeptly encourage children to point to each object as they count, building understanding. Children gain confidence in early numeracy skills.

Leaders are extremely reflective of the impact of the curriculum on children's development and have clear priorities for improvement. For example, leaders focus on developing children's communication skills. Staff expertly use open-ended questions and provide children with ample time to respond, enabling them to process their thoughts. Children enjoy story sacks and take home a reading book every day to share with their family. Children develop a deep love of books, laying the foundations for future literacy skills.

Staff provide an abundance of opportunities for all children to develop their physical skills and for personal, social and emotional development. Activities are carefully sequenced to help children with different needs and abilities learn with confidence. For instance, younger children delight in exploring textured tiles with their bare feet. Older children refine their balance and coordination using the more challenging balance beam. All children, including those with barriers to learning, make exceptional progress.

Achievement: Strong standard

Staff ensure that children make consistent progress across all areas of learning. Activities are carefully sequenced so that skills are securely embedded before moving on to their next stage of development. For example, children who speak English as an additional language are introduced to new vocabulary in small, manageable steps. This enables them to build confidence and gradually expand their language skills. Children develop a strong foundation for future learning.

Children show high levels of focus and engagement in their learning. Staff skilfully encourage exploration through trial and error. For example, children wonder what will happen if a larger block is placed on a smaller one. Staff use thoughtful questioning to prompt children to anticipate what is going to happen. Children learn to experiment, be inquisitive and not be afraid to get things wrong.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate exemplary behaviour. They show confidence and warmth by welcoming visitors and introducing them to their friends. Children work collaboratively to achieve shared goals. For example, they construct a tower by discussing and selecting appropriately sized blocks. When gentle reminders are needed to follow routines, such as joining the line after their turn, staff provide guidance with kindness and respect. As a result, children quickly understand expectations, creating a positive and cooperative environment.

Leaders prioritise supporting children's independence. Opportunities for children to develop their skills are abundant. For instance, children practise removing and putting on their shoes and socks when preparing for physical activities. Staff skilfully adapt their support to meet children's individual needs. They help younger children by placing socks on the tips of their toes. Older children learn how to turn their socks the right way round. Children build on what they know and can do, preparing them for future learning. Leaders highlight the importance of children attending regularly and quickly follow up on unexplained absences to ensure that children who may be at risk are checked on promptly. Consistent attendance helps children develop healthy practices around punctuality.

Children's welfare and wellbeing: Strong standard

Staff know children extremely well and consistently prioritise their wellbeing. They support children to recognise, express and manage their emotions. For example, children select 'cuddle cards' to indicate when they are feeling anxious or worried and need reassurance. This helps them to become more aware of their feelings and find ways to regulate their emotions. The highly effective key-person system enables staff to build secure relationships with children and families. They sensitively modify and adapt routines to support all children's individual needs, including where there are barriers to their learning. For example, staff adopt a gradual approach to help children who are initially reluctant to remove their coat, giving them time to feel safe and secure. This helps children process their emotions and builds trust.

Staff provide children with healthy, home-cooked meals and healthy snacks. They are vigilant to any choking hazards, cutting food to manageable sizes and sitting with children while they eat. For Halloween, children are given gifts of an apple and toothbrush. This helps them learn about the impact of sugar and the importance of looking after their teeth. Children learn to make healthy choices.

Leadership and governance: Strong standard

Dedicated leaders work tirelessly to provide the highest quality care and education for all children. They are extremely reflective and continually evaluate their practice for improvement. Leaders are proactive in seeking the views of staff, parents and carers, helping ensure that they meet the needs of every child.

Partnerships with parents are sound. Leaders provide weekly newsletters, organise regular meetings with parents and provide comprehensive information about children's progress. Parents are fully informed of what children are learning and how they can support this at home. For example, children are sent home with balloons and straws so they can share what they have learned that day with parents. Parents become fully involved in their children's education. Leaders involve staff in planning activities based on their own talents and expertise. This enables staff to pass on their passion for certain areas of the curriculum. Leaders continually support staff with regular feedback and ongoing opportunities for professional development. Staff feel fully supported in their roles. Children thrive from being taught by staff who feel motivated and valued.