Wildflowers Kindergarten

Inclusion: Expected standard

Leaders and staff make regular assessments to monitor the progress children make and identify any gaps in their learning. They use this knowledge to plan next steps in learning and to deliver effective support for children. For instance, where children have delays in their physical skills, staff know how to support them and encourage further development. Leaders work in partnership with external agencies to ensure a joined-up approach to reducing barriers to children's learning and wellbeing. Staff evaluate what interventions and support have a positive impact on children's learning, and what needs to improve further.

Leaders train staff to help them understand how to support children's learning effectively. For example, they signpost staff to specific training to build their skills in supporting children's mathematical development. This helps all children to make progress in their learning.

Leaders engage parents in their children's learning. They typically build effective partnerships with families that benefits their children. Parents comment positively about the information leaders share to enable them to support their children's learning at home.

Curriculum and teaching: Strong standard

Leaders design a curriculum that fully celebrates outdoor teaching across all areas of learning and development. They are highly reflective and forward thinking, adapting the curriculum to support all children's learning needs. Leaders are proactive in seeking out and researching ideas and concepts to bring about positive change for children. For example, they incorporate new aspects of physical development into their curriculum, to ensure children's holistic physical growth. Staff make careful adjustments to their teaching to ensure all children can thrive and achieve.

Staff are very skilled at developing conversations that encourage children to think, reason and develop an extensive vocabulary. For instance, when discussing life cycles, staff ask children to think why things may happen. Staff help children make links to earlier learning, continually building on what they know and can do.

Staff skilfully teach children about the meaning of number. For instance, staff ask children to count the number of children at the setting, bringing numbers to life in a meaningful way. Staff effectively assess what children can do and challenge them to build their mathematical knowledge further, such as when they add together numbers and count in twos, building an excellent foundation of early mathematical concepts.

When children first start at the setting, staff support them to feel safe and secure, ready to learn. Staff encourage children to build bonds with their peers and to play collaboratively.

Achievement: Strong standard

All children make superb progress in their learning from their individual starting points. They are ready to move on to the next stage in their education. Children show very good focus and attention. They listen and respond very positively to staff. Children show a 'can-do' attitude as they play independently outdoors. They know what is expected of them and follow strict routines and boundaries. Children show they are very skilled as they confidently climb fallen trees and manipulate tools.

Children are excellent communicators. They develop a wide ranging vocabulary, which they use confidently. For example, they can identify and name trees, and question the formation of ice. Staff continually build on children's communication skills through highly thoughtful shared conversations.

Children develop high levels of creative play. For instance, they use what they find on the forest floor to 'make medicine'. Children are very capable negotiators as they play together imaginatively.

Behaviour, attitudes and establishing routines: Strong standard

Staff establish very high expectations for children and routines are very deeply embedded. This helps children to be secure in the knowledge of what is expected of them and what their day will look like. Staff encourage all children to consider the needs of their peers and work together for a seamless day at the setting. Staff support children to listen to instructions and follow these swiftly. Where children need more support, staff offer this willingly, reassuring children that they are all valued and respected. Children show they feel settled as they play and learn. Their behaviour is overwhelmingly positive as they play independently and collaboratively with their friends.

Children are very curious and motivated as they go about their day. For example, they show delight in the frost on logs, swiftly finding sticks to make marks with and form letters. Staff encourage children to notice changes and challenge their thinking, such as why shade appears only in parts of the field. Children are highly resilient and show they have excellent attitudes to their learning.

Children show high levels of respect for staff, and develop positive relationships. Leaders build strong partnerships with parents and encourage them to bring their children to the setting on time to benefit from planned learning.

Children's welfare and wellbeing: Expected standard

Staff encourage children to explore independently as they play outdoors. They help children to learn how to assess risks for themselves, such as when they construct with natural materials. Children confidently move logs to build structures, working alone and in pairs to design their own vehicles. Children show high levels of resilience, such as starting again when their structures topple over. They independently pick themselves up if they fall over, and carry on. At times, staff offer children fewer opportunities to be independent in their personal care. For instance, although staff encourage good hygiene routines, they complete tasks for children for speed when it is cold or children are waiting, rather than consistently encouraging children to have a go themselves.

Leaders have effective policies in place to support children's welfare. For example, staff are responsive to children and help them to develop positive attitudes to regular rest and nutritious meals. They help children to recognise and manage their own feelings and emotions. Staff help children to feel secure in their care, and support their developing emotional wellbeing well.

Leadership and governance: Expected standard

Leaders are highly focused on reflection and continual development of the setting. They identify what is working well and what needs to improve or develop further. This helps to ensure the curriculum changes in response to the needs of the children attending the setting, including those who may need additional support for their learning. Leaders work tirelessly to bring about improvements to the setting that benefit all children.

Staff have good support to develop their skills and knowledge. For example, they access regular training and support from leaders. This has a positive impact on their confidence to do their jobs well. Leaders know their staff team well and involve them in reviewing the policies and planned teaching at the setting. Their wellbeing and workload are carefully considered by leaders to ensure they have effective support.

Parents are very positive about the setting and the support that staff offer their children's learning.