Walton Forest Preschool

Inclusion: Strong standard

Leaders and staff know the children and families they support very well. From the outset, they work closely in partnership with parents to quickly identify children with special educational needs and/or disabilities (SEND). This helps them to swiftly identify any barriers that may impact children's learning and development. Staff create targeted and personalised support plans that support children's individual needs. Leaders identify training to strengthen staff knowledge. For instance, staff have developed their knowledge on how to support children's communication and language through targeted, daily planned interventions. This consistent approach helps children develop the skills and knowledge they need for their future learning.

Leaders regularly review children's progress through their highly effective assessment procedures. This enables them to seek support from other professionals and specialists. They use this information to tailor strategies in their daily practice to support children with SEND. Furthermore, they share this with parents so that children can continue their learning at home. This two-way approach helps children consistently make progress.

Leaders ensure that statutory funding is accessed where appropriate, allowing children to receive the necessary support and helping them prepare successfully for their transition to school.

Curriculum and teaching: Expected standard

Leaders provide children with an inclusive, ambitious curriculum that places a high priority on children's communication and language skills. Staff use stories and songs to introduce children to new vocabulary. Staff adapt their teaching to support children with special educational needs and/or disabilities (SEND). For instance, they plan regular small intervention sessions to help children develop their confidence in speaking. Staff are sensitive and repeat words back to children, which helps them hear the sounds and develop their pronunciation. They regularly count with children as they explore the well-organised environment. This supports children's early mathematics.

Staff focus on children's physical development. They provide children with a wealth of resources and opportunities. For example, children regularly walk to the forest school site, where they skilfully move large tyres and develop their balance as they climb apparatus. Staff set children daily mathematical challenges.

Staff know the children well and typically focus on their next steps in learning. However, interactions for younger children are sometimes less consistent, as staff tend to focus on older children's learning. Typically, staff narrate as children play, skilfully asking questions to develop children's thinking. Leaders recognise these minor inconsistencies and have plans to develop staff interactions, although these are in their infancy due to recent challenges in recruitment. That said, all children make progress from their starting points and are well supported in their play, including children with SEND.

Achievement: Expected standard

Typically, children make continuous progress across all areas of the curriculum. They are prepared for their next stage in learning, including children with special educational needs and/or disabilities. Children demonstrate they feel safe and secure as they quickly engage in the curious and well-organised environment.

Children develop a real love of stories as they talk about their favourite characters. They demonstrate an awareness of emotions as they talk about how the characters feel in the familiar stories. Children are confident in counting and recognise shapes in the environment. Children speak with confidence about how to keep themselves safe when attending forest school. They typically understand the expectations of their behaviour. Children play together as they scoop sand, finding 'treasure'. Children develop their independence. They confidently use tongs to serve their snack and pour their drinks. Children have ample opportunities to develop physical abilities. They scoop water and mark-make using crayons, creating pictures.

Behaviour, attitudes and establishing routines: Expected standard

Staff are typically positive role models for children. They have developed caring and trusting relationships with the children they care for. Staff are quick to support children's emotional wellbeing, including those with special educational needs and/or disabilities. For example, they are calm in their manner and reassure children if they become a little unsettled. This helps children feel safe and secure.

Generally, children have a positive attitude towards learning. Staff ensure that adaptations are implemented during small-group times so that children can participate in planned learning. Staff typically have high expectations of children's behaviour. However, they do not consistently teach children why they are asked to walk indoors or wear their sun hats. This means children do not always gain the knowledge needed to understand what is expected of them. That said, children play well together. Staff teach children how to take turns through their interactions during play. This helps children develop early friendships.

Leaders ensure routines are consistent. Children tidy away their resources before group time and place their plates in the washing-up area after mealtimes. Leaders monitor attendance and promote regular attendance for all children. This helps children benefit from the routines and learning opportunities provided by the pre-school.

Children's welfare and wellbeing: Expected standard

Leaders place children's welfare at the centre of everything they do. They build warm and trusting relationships with children. Staff create a purposeful and calm environment where children demonstrate that they feel valued and secure. Children seek support when needed, showing the positive and supportive relationships they have with staff. This helps children develop their emotional wellbeing and self-esteem.

Staff teach children very effectively about how to be healthy. Children enjoy plenty of opportunities to be physically active. For example, they enjoy visits to the forest school area and excitedly take part in action songs and stories. Staff teach children the importance of washing their hands before mealtimes. Children know these routines well and need little reminding from staff. All children enjoy their mealtimes and are becoming increasingly independent. Menus are healthy and inclusive of the diverse cultures represented by families who attend the pre-school. Older children serve themselves at mealtimes and use cutlery appropriately. Younger children are generally supported by staff who attend to their care routines. Staff talk to children about making healthy choices when selecting snacks. They remind children to take regular water breaks during hotter weather. This helps children develop healthy habits for the future.

Leadership and governance: Expected standard

Leaders are committed to providing an inclusive environment for all children. Partnership working is a key strength of this pre-school. For example, where children may face barriers to learning, leaders collaborate with external professionals. This ensures that a collaborative approach has a positive impact on children's learning and development. Leaders are confident in accessing any additional funding that children may be entitled to. This helps children who need more support have one-to-one support and ensures any statutory support is applied for in readiness for when children start school.

Leaders have a very secure understanding of the needs of children, including those with special educational needs and/or disabilities and those who face disadvantages. Effective partnership working with external professionals ensures children receive timely referrals, targeted support and appropriate funding. Staff report that leaders support their wellbeing and consider their workload carefully.

Leaders place a firm emphasis on staff wellbeing. Staff report that they feel well supported in their role and appreciate the training and opportunities to further their qualifications in early years. Leaders regularly review staff's workload through regular supervisions and staff meetings. Leaders identify areas to develop, which includes raising the quality of teaching and children's learning so that it is consistent for all children. This is in its infancy and not yet fully effective. As a result, some staff do not receive precise guidance to develop their teaching to maintain consistently high-quality interactions.