Portman Early Childhood Centre

Highlights from Latest Inspection

What is it like to attend this school?

Parents and carers value the school very highly.

As one parent commented, 'It is our extended family.' The needs of children and families are a priority here. Children are provided with the best possible start to their education.

The school is highly ambitious for children, including those with special educational needs and/or disabilities (SEND). Skilled staff provide a wide range of activities tailored to the needs of each child.

Children, including those with SEND, are encouraged to persevere and 'have a go' if attempting something new.

Children achieve well. The school has high expectations of behaviour that children strive to meet. This begins f...rom the moment children join the provision for two-year-olds.

Adults use vocabulary that helps children to understand, learn and follow the routines. Nurturing staff provide extra help for any children who need to manage their emotions.

Children enjoy coming to school.

They benefit from caring and supportive working relationships with staff. Children learn the importance of sharing and cooperating with one another. Older children take responsibility to resolve any minor disagreements, including by using 'time out'.

Staff encourage children to be part of the community and visit local shops.

What does the school do well and what does it need to do better?

The school is determined that all children do well. It serves a diverse range of communities and backgrounds.

Leaders have considered the needs of the many children with SEND when designing the curriculum. Leaders across the school and the governing body have sustained an excellent focus on its curriculum. This ensures that children receive an exceptional early years education.

The closely integrated provision of a high-quality school and childcare facilities has a transformative impact on families. This means that children and families can access a wide range of support, including library provision. At the heart of the curriculum, the school ensures that children develop their communication and language very well.

Children learn to work collaboratively, listen and respond to adult instructions. In the specially resourced provision for pupils with special educational needs and/or disabilities, staff provide tailored and skilful support to meet children's needs.

Leaders ensure that carefully chosen books and texts are central to children's learning experiences.

Those children who can learn new words learn many ambitious new words. Staff teach children about the joy of sharing books and stories as well as about the rich work of different authors. When appropriate, staff help some children to write simple words and to learn some of the sounds that letters make.

The school has thought very carefully about the key knowledge that it wants children to learn. Well-trained staff make learning meaningful and engaging. Children love to hear and share familiar stories.

Many staff are multilingual. They use this knowledge to support children and families new to the English language to learn to read very effectively. Children develop a knowledge of number and counting.

They love coming to school and achieve very well and are fully ready for the next stage of their education.

Staff check carefully whether children know and remember the school's curriculum. Children with SEND learn successfully across the whole curriculum.

Adults adapt and simplify language and use highly effective communication strategies to support all children. Staff meet children's different needs exceptionally well.

The school ensures that children learn how to manage their feelings and behaviour.

Children's emotional development is a priority for staff. They are patient and supportive of children. Staff enable children to become increasingly confident and settle quickly.

Children are respectful of other people. The curriculum ensures that children learn and celebrate special occasions and cultural events, including regular camping expeditions. Children sample foods and traditions from a range of community backgrounds.

This strengthens their sense of community involvement. The school encourages children to attend regularly.

Staff build close relationships with children and families as family workers.

Leaders ensure that staff have sufficient time to teach and support children. Staff well-being is carefully supported. This approach helps staff to manage their workload and feel happy at work.

Governors have clear plans to ensure that the school continues to thrive. They have supported leaders, with the help of the local authority, to make significant improvements to the education experience of children here.

Safeguarding

The arrangements for safeguarding are effective.