Windmills Opportunity Playgroup

Inclusion: Strong standard

Staff have high expectations for all children, ensuring that everyone has opportunities to make the progress of which they are capable. Robust assessments in place enable staff to swiftly identify gaps in children's learning and put appropriate support in place. This ensures that disadvantaged children, those with special educational needs and/or disabilities, those who are known, or previously known, to children's social care, and those who face barriers to learning, make effective progress.

Staff work closely with other professionals and use highly effective strategies to help children successfully access the full curriculum and develop the skills they will need for the next stage of their education. This includes speech and language support and using sign language to help children communicate their needs. Staff know the children extremely well and target support where children need it most. They consistently review children's progress and skilfully adapt activities depending on children's age and abilities to ensure that all children fully benefit from the experience.

Any extra funding, such as early years pupil premium, is used to provide resources and experiences to enrich children's learning. For example, staff share toilet training packs with parents to support continuity of learning at home. They organise visits and trips to provide children with exciting new experiences.

Curriculum and teaching: Expected standard

Staff deliver a curriculum that builds upon children's interests, equipping them with the skills necessary for the next phase of their education. Learning is sequenced appropriately to align with children's ages and developmental stages, with activities adapted as needed to cater to all children and reduce barriers to learning. Children thoroughly enjoy listening to stories and singing familiar songs and rhymes, which supports the development of their literacy skills. During play, staff incorporate mathematical terms, such as 'big' and 'small', and encourage children to count. However, the children's counting skills are not consistently linked to numbers and quantities, which limits their understanding of early mathematical concepts.

Staff provide activities to help children enhance their fine motor skills. For instance, they use various tools to roll and shape play dough. They also develop their social skills when playing imaginative games with their friends in the role-play area. Through activities, songs and rhymes, staff educate children on safety. They teach vital skills, such as how to stay safe online and how to contact the emergency services for help.

The inclusive curriculum helps children learn about similarities and what makes them unique. For example, children have the opportunity to celebrate festivals and learn about a range of faiths.

Achievement: Expected standard

Generally, children achieve well from their starting points. Gaps in all children's learning are closing consistently and at times quickly, particularly for children with special educational needs and/or disabilities. All children gain skills that will prepare them for their move on to school. Older children develop their motor skills effectively, building their strength and coordination on the equipment in the garden. They practise using tools to mix materials and make marks with chalks, showing increasing control and dexterity. Younger children are naturally curious and enjoy exploring their learning environment. They take great pleasure in playing with sand, persevering to fill pots. Additionally, children use bricks to construct towers, demonstrating impressive thinking skills as they find a crate to stand on in order to make their tower even taller. Children communicate well with adults and their peers, engaging in meaningful conversations about things that are important to them, such as the family members who live in their home.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models, encouraging good behaviour and manners among children. For instance, they gently remind children to say 'please' and 'thank you'. They also praise acts of kindness and cooperation, which helps to motivate children and enhance their self-esteem. To help children understand feelings and emotions, staff incorporate books and props into their teaching. They maintain high expectations for all children, adapting these expectations based on each child's age, stage of development and abilities. Visual prompts are used to help children understand the routines, ensuring they know what to expect next. This is especially beneficial for children with special educational needs and/or disabilities, as well as those facing learning barriers, helping them to manage changes in activities.

Children generally exhibit good behaviour and play cooperatively with their peers. Staff respond quickly to support children who require assistance in communicating and resolving conflicts, such as sharing toys. They maintain effective communication with parents, offering guidance and support as needed. Staff have secure attachments with their key children, and ensure that disadvantaged children and those known, or previously known, to children's social care, fully benefit from the educational experiences available. For example, measures are in place to foster a positive attitude towards learning and promote regular attendance, including following up when children are absent.

Children's welfare and wellbeing: Expected standard

Procedures are established to address children's welfare and wellbeing needs. The staff know the children well and have secure attachments with them, which enables them to understand each child's individual needs and the skills they need to develop. They teach children to manage their personal needs, such as mastering toileting and handwashing. Additionally, toilet training packs are provided to promote consistency in routines and support learning at home. During mealtimes, staff closely monitor the children, adhering to guidelines to ensure their safety while eating. They promote a healthy diet and collect information from parents regarding allergies and intolerances, ensuring that children eat suitable food to remain safe. Children have opportunities to practise their independence skills. However, at times, staff complete tasks that children could do for themselves to build their independence skills further.

Children are given plenty of opportunities to be active, enjoying fresh air and exercise. For instance, they have access to an outdoor area where they can run and climb on equipment. Staff also create a safe space for children to rest, following guidelines for safe-sleeping arrangements. The staff foster an inclusive environment and maintain high expectations for all children. They concentrate on helping each child to develop the skills necessary for the next stage of their education. This approach is particularly beneficial for children with special educational needs and/or disabilities and those facing learning barriers, enabling them to acquire essential life skills.

Leadership and governance: Strong standard

Leaders are passionate and enthusiastic role models. They put children at the heart of decision-making and are proactive in finding support and solutions to enable all children to access the provision. They have maintained high standards and adapted their practice swiftly when facing challenges, such as the need to relocate the entire setting at very short notice.

Leaders benefit from working in partnership with a team of trustees and consistently reflect on their practice to make changes and develop their provision to achieve a high standard of care and education. Staff receive consistent support for their health and wellbeing and receive regular guidance to help them develop their knowledge and skills.

Leaders have high expectations for all children, ensuring they have the very best opportunities to make progress and achieve. They work closely with other professionals and provide a highly-inclusive environment where everyone receives a warm welcome. Leaders ensure that children's individual needs are met using a robust cycle of observation and assessment to enable them to make swift and purposeful referrals. This provides the best opportunities for children to make significant progress. Leaders access extra funding, such as early years pupil premium, to provide resources and exciting experiences to aid children's learning and development. This helps disadvantaged children, those with special educational needs, and those who face barriers to learning to make progress.

Leaders liaise very well with parents, who provide positive feedback for the highly effective support they receive. Strategies in place target help for disadvantaged children, and those known to children's social care, to ensure they benefit from the learning experiences available and are effectively prepared for the transition on to the next stage of their education.