VIP Preschool Limited

Inclusion: Strong standard

Leaders and those responsible for special educational needs and/or disabilities (SEND) are passionate about inclusive practice. They ensure that all children are provided with the best opportunities to learn. The curriculum is embedded across all areas of learning, with SEND provision woven throughout to identify and reduce barriers to learning effectively. A secure and well-supported environment has been created where existing and emerging needs are quickly identified and addressed through careful observations, partnerships with parents/carers and engagement with specialist external partners, for example speech and language therapists, occupational therapists and educational psychologists.

Staff and those responsible for SEND demonstrate an understanding of children's needs and adapt their approach to learning appropriately. Additional funding is accessed and used to reduce barriers to learning. For example, leaders use funding to access SEND training, specialist equipment, a sensory hut and one-to-one teaching to help meet children's individual needs. Monitoring of progress for children with SEND and/or other barriers to learning is robust. Practice is evolving to meet existing and emerging needs. This is consistently evaluated to ensure that there is a high impact on learning outcomes.

Forward planning is evident, ensuring that the curriculum and teaching are adapted to meet children's individual needs. For example, leaders ensure that a weighted jacket is available for children who need support with emotional regulation and body awareness. Additionally, information is shared with children's future schools to ensure they are fully prepared to maximise children's learning experiences as soon as they join. All children with SEND and/or other barriers to learning are rigorously tracked. Barriers to learning are systematically and skilfully reduced.

Curriculum and teaching: Expected standard

Children access a wide range of carefully considered activities, typically designed to successfully enhance the learning and development of all children. Staff are calm and demonstrate an understanding of the areas of learning. Overall, the curriculum is efficiently implemented. Learning is carefully sequenced and considers next steps; school readiness is an area of particular strength. Staff demonstrate clear intentions for learning outcomes, for example through the daily 'play-dough disco', which is designed to develop fine motor skills.

Staff focus on developing communication and language through a love of stories, songs and music. Babies enjoy circle time every morning, when songs are sung, and they are helped with actions. Children listen attentively to a variety of books being read, clearly enjoying group reads with actions. Mathematics is carefully woven through all teaching experiences. For example, when babies play with the soft play, staff speak about space, mentioning 'under' and 'over'. During water colour mixing, staff speak to the pre-school children and toddlers about quantities, for example 'full' and 'half full', 'more' and 'less'. Ambitious and extending language is used by staff. For example, staff tell children to squeeze the pipette carefully. However, leaders do not ensure that effective handovers take place when staff move between age groups. As a result, staff do not consistently have the information they need to respond immediately to children's individual learning and care needs, leading to interruptions in learning.

Leaders have designed the extensive garden area to include various age-appropriate learning opportunities, for example soft-play blocks for babies and toddlers, and large climbing apparatus for pre-school children. The outdoor curriculum gives babies and children the knowledge and skills they need for learning and development. Children and babies develop strength, balance and agility. Staff support them well while encouraging them to be ambitious and safe. Leaders have future plans to further develop the garden learning area so that learning can take place there all year round.

Achievement: Expected standard

Children engage in a variety of well-considered activities. They confidently and enthusiastically move around the indoor and outdoor learning areas. The vibrant atmosphere of the setting encourages babies and children to fully engage in carefully crafted teaching experiences. Children are able to enhance their personal and social skills through daily reminders, for example around using kind hands, feet and words, using listening ears and using polite manners. Children demonstrate patience when taking turns and enjoy sharing equipment and helping each other. For example, they encourage and praise each other when mixing colours to create new shades.

Children with special educational needs and/or disabilities, or other barriers to learning, are typically achieving well in all areas of learning. They receive the required support to maximise their progress and are fully included in all activities. Timely adaptations are made to reduce barriers to learning. Careful monitoring, assessment and recording inform next steps. Babies and children achieve well through targeted teaching and support.

The typically high expectations from staff mean that children are suitably prepared for their next steps of learning, especially school readiness. This is an area of strength for the setting. Meaningful relationships with school teachers allow children to develop confidence and emotional security for this transition.

Behaviour, attitudes and establishing routines: Expected standard

Children benefit from the clear vision of the behaviour, attitudes and routines being promoted by leaders and staff in the setting. Children and babies begin each day by repeating their morning routine. This includes circle time and 'good morning' for babies and the 'play-dough disco' for toddlers and pre-school children. Children are reminded of the value of good manners, kindness, turn-taking and sharing. This is accomplished through promoting and modelling examples of effective behaviour. For example, staff sensitively soothe upset children, helping them to regulate their emotions and wait patiently for their turn to enter the playhouse. Babies and children play considerately together, enjoying their activities. They learn to negotiate between themselves and work together to achieve shared goals. For example, when the staff sing the tidy-up song, the children work together to gather the toys.

Staff consistently maintain high expectations for children with special educational needs and/or disabilities (SEND). They manage adaptations effectively, reflecting each child's age, ability and stage of development. For example, they teach safety on the high climbing apparatus while also recognising that children's understanding of safety may vary according to their SEND and/or other barriers to learning.

Leaders recognise the benefits to children of collaborative partnerships with families, and recognise the importance of regular attendance and punctuality. First-day absence contact is prioritised. Parents speak of a highly supportive staff team that regularly shares information about children's learning and development, as well as any concerns.

Children's welfare and wellbeing: Strong standard

Babies and children develop warm, trusting and meaningful relationships with their key persons. Staff know children very well and respond quickly and effectively to their needs. For example, babies are soothed to sleep with care during naptime. Children and babies actively seek help when required. They communicate with staff, and staff listen and engage fully. Children excitedly share their experiences with staff, who listen carefully, encouraging and praising them. For example, when children make shapes with their sandwiches during lunchtime, staff extend their ideas with open-ended questions about different shapes.

Children's welfare and wellbeing are consistently prioritised by leaders and staff, who have created a welcoming, safe setting where children and babies thrive. Children have formed strong bonds with their friends and staff, evident in their joy and laughter. Children are encouraged to develop independence. For example, children vote for the afternoon story, which encourages their decision-making and development of a sense of self-worth.

Babies and children are provided with healthy snacks. Personal hygiene is embedded in daily practice, for example through handwashing before eating. Older children are encouraged to use the toilet independently, when ready. When changing the nappies of babies and younger children, staff exercise hygienic routines and consider children's dignity while operating in a safe manner.

All children's emotional health is recognised and well supported. Older children are encouraged to understand their feelings and those of others. For example, the 'emotions mirror' allows children to look at their reflection and recognise their emotions through facial expressions. Children are making independent, healthy choices through the well-structured routines embedded in daily activities. For example, children exit the toilet declaring that they have washed their hands.

Leadership and governance: Expected standard

Leaders demonstrate a clear vision for their setting and clearly understand both their strengths and their areas for improvement. This shared vision means that developments are well thought through and implemented. They work hard to create a secure, happy environment where children are at the centre of all decision-making. Regular leadership and staff meetings ensure that the high standards of the setting are typically maintained. Staff wellbeing is a top priority. For example, the staff room provides quality rest times during breaks. Staff enjoy the relaxation of a massage chair, as well as dimmed lights if needed. Leaders recognise the importance of staff wellbeing and demonstrate this by adjusting workloads where possible.

Staff speak of feeling valued and well supported in their professional development. For example, staff feel confident to express ideas to leaders. Staff readily suggest new resources and also feel secure in requesting professional development courses. For example, staff recently completed courses on autism. Parents and carers feel supported by the setting and able to approach staff with any questions or issues.

Leaders have developed close working relationships with children and their families. Parents speak of an open culture where information about children's development and progress is shared regularly. Policies and procedures are embedded in the setting's practices. External professionals are thoughtfully engaged, working together collaboratively and effectively. Carefully thought-through inductions, when joining, ensure babies' and children's phased sessions are successful. Leaders work regularly with school teachers to ensure that pre-school children benefit from a smooth transition to school. However, leaders do not ensure that robust handover arrangements are consistently in place when staff move between age groups. As a result, staff do not always have a secure understanding of children's individual learning, development and care needs before taking responsibility for the group.