Phoenix Centre Specialist Pre School

A child's glance towards an object could determine the next song at Phoenix Centre Specialist Pre School. In March 2022, staff recognised small eye and hand movements as expressions of choice, making participation possible for children who did not communicate through speech. That detail captures the setting's specialist character.

At its March 2022 inspection, Ofsted rated the provision Outstanding and found safeguarding effective. All children attending then had special educational needs and/or disabilities (SEND). The setting has 10 places in total; those attending in March 2022 were aged three to four.

In March 2022, learning was planned around each child's abilities and circumstances, with activities adjusted in response to their engagement. The early years foundation stage provides the framework for children's learning, development and care; here, the inspection-time day translated that into sensory exploration and supported communication.

Textures offered different ways to participate: staff helped children explore jelly, foam, baked beans and custard, responding to their expressions and body language. During senseology, a session designed to stimulate the senses, children felt musical vibrations while staff used light, coloured fans and scarves to attract their attention. Participation did not depend on spoken answers.

Outdoors in March 2022, willow tunnels sheltered sensory areas containing windchimes and objects that turned in the breeze. Communication resources included pictures, signing and touch, alongside speech. A push-button switch enabled children to greet others, with staff allowing thinking time before helping them use it.

At the March 2022 inspection, Ofsted found that children received attentive, individualised SEND support, including one-to-one help for those with more complex needs. This enabled them to participate in activities as well as receive specialist care.

In March 2022, staff knew their key children and families closely and gathered information that could affect the day. Behaviour responses took account of individual triggers and factors such as tiredness. Medical care was delivered sensitively and with attention to personal dignity, while work with other professionals connected the child's support across services.

School transition received practical attention in March 2022. Staff accompanied children starting mainstream school during their first days; specialist-school teachers visited regularly, and meetings brought together professionals involved in each child's care. Familiar adults and shared information helped connect the two settings.

The address is Barnett Lane, Stourbridge, DY8 5PY.

In March 2022, opening hours were Tuesday to Friday, 9am to 11.15am and 12.45pm to 3pm, during school terms. The setting provided funded early education for three- and four-year-olds at that time. These are dated arrangements rather than a statement of today's attendance offer.

• Individual communication. In March 2022, staff used eye movements, pictures, signing and communication switches. At a visit, how would today's team recognise your child's choices and incorporate their communication methods into activities?
• Moving on to school. March 2022 practice included accompanying children to mainstream school and meetings with other professionals. Discuss which parts of that transition support would apply to your child's next setting.

Phoenix Centre's March 2022 inspection presents a compelling picture for families seeking specialist preschool support: sensory learning, communication adapted to the child and close coordination with families and professionals. Its strongest feature was the attention given to small expressions of preference. For a child whose participation depends on adults recognising those signals, that matters.