Abbotsham and Alwington Pre-School

Inclusion: Strong standard

Staff monitor all children's learning and development very closely. They find out from parents and carers what their children can do. Staff use this information alongside their observations when children start to complete initial assessments. They promptly identify gaps and delays in children's development and put interventions in place immediately. Leaders and staff are extremely thorough and consistent in their approach to supporting all children.

Leaders work with parents to create referrals to outside specialists and organise for experts to come into the setting to provide advice and strategies. For example, staff work with speech and language therapists and health visitors. They follow the strategies used by the experts closely and support parents in following these at home.

Staff are very well trained in adapting the curriculum and routines to meet the needs of all children. For instance, they know how to support children who have difficulties with changing and transitioning through different times of the day. They offer additional reminders in words and by using picture timetables, as well as one-to-one support and explanations of what is happening next.

Leaders know how to use funding effectively to support children's needs. They work with parents and experts to identify resources and activities that target children's progress towards their next steps. For instance, leaders have used funding to provide small-group music, singing and movement sessions to build children's speech, language and confidence to speak aloud.

Curriculum and teaching: Expected standard

Staff plan for children's individual next steps and interests. They put an ambitious curriculum in place and have high expectations for all children, including children with special educational needs and/or disabilities. Staff revisit and build on children's knowledge and skills to ensure that children fully secure their next steps of development. They closely monitor children's progress to identify gaps in learning and plan highly effective interventions, so all children progress. However, although staff plan across all areas of the early years foundation stage curriculum and, overall, focus on children's individual needs, they do not consistently plan precisely for children's next steps and individual learning in the outdoor area. At these times, the range of learning opportunities and experiences are not as engaging and varied for children as other times.

Staff focus on teaching children important skills, such as caring for and respecting others. They model positive interactions and promote children's communication and language development. For example, staff sit down with children and model how to build conversations through questions. They support children to develop their vocabulary by introducing new words such as 'massive' for big and 'minute' for small. Children build exceptional social skills. They approach staff confidently to ask for help or tell them what they have been doing. Children start talking to other children and ask questions to sustain conversations.

Leaders and staff ensure that children are prepared for transitions to school. They work with the teachers of the schools children attend to identify changes to their curriculum and introduce important strategies children will experience when they leave the setting. For instance, they have recently introduced resources used by the schools during mathematics activities and routine times, such as song times. This has further supported children's mathematical understanding of numbers and introduced the resources and skills they need for school.

Achievement: Strong standard

All children make progress from their starting points. Although children's learning experiences in the outside area are not consistently targeted to their individual needs, they continue to progress swiftly through the early years foundation stage curriculum indoors. Children with special educational needs and/or disabilities benefit from swift and highly effective interventions. They make excellent progress, and gaps in their learning and development reduce. For instance, children waiting for speech and language appointments no longer need outside intervention and reach age-expected communication skills. Children with English as an additional language communicate their needs.

Children benefit from a precise and constant focus in the setting on language and social skills. Children are well prepared for transitions to school and build strong foundations for future skills, such as early reading and writing. For example, they build a love of books and reading. They join in with daily song times and choose to read books independently during their chosen play. Children are highly confident communicators. They talk about books they like and start discussions with children and adults using accurate pronunciation.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models for children and show respect for others. They are warm and welcoming to children. Staff model interactions with children and other staff. They teach children how to share and how to be kind to others. Children show kindness by sharing toys with their friends and including children in their games. For instance, they invite others to join them in dancing to music when playing outside and ask if they want to share their book in the reading area inside. Staff teach children to take turns and respond to their instructions at tidy-up times. For example, children add their names to a list for the outside ride-along toys. Children understand that someone else is next and they have to wait their turn. However, staff have not put clear rules and routines in place for some larger-group times, such as registration times. At these times, children do not display the listening, attention and skills, such as waiting for others to finish talking, that they display at other times.

Staff and children build warm and caring relationships. Children are confident to approach adults and show they enjoy their company. For instance, children run to hug staff when they come into the setting and are excited to share what they have been doing at home. Staff offer attention and care to all children and show warmth and affection.

Leaders have effective procedures in place to monitor children's attendance. They make their expectations clear to parents before children start at the setting and follow the procedures in place to promote regular attendance. For instance, they expect parents and carers to call or add non-attendance to the online communication app on the morning children cannot attend.

Children's welfare and wellbeing: Strong standard

Staff provide a safe environment where children can build their confidence and independence. For instance, they have door stoppers on toilet doors, so children can take themselves to the bathroom safely without the doors closing on fingers. Children develop high levels of self-care. For example, at snack times, they collect plates and cups and pour drinks. When children notice they have runny noses, they find tissues and blow their noses before adding the tissues to the bin without staff having to tell them.

Staff support children's healthy habits. For example, children enjoy regular physical activities, such as dance classes in the pre-school where they build their strength and coordination. Children grow their own foods and build an understanding of where their food comes from. They eat a range of healthy foods at snack times, and parents and carers know to provide healthy lunches. Staff recently used training to further improve healthy eating habits in children. For example, they learned about how to stop habits of overeating and changing how they use the word 'treats'. Children explain which foods are healthy during mealtimes and tell staff that, 'Milk makes our bones strong.'

Staff support children's emotional health and build caring relationships with children. They teach children about emotions and how to share how they feel. Children show how they are feeling today on 'emotion boards' as they arrive in the setting. Those still developing their speech and language skills, such as younger children, or children who speak English as an additional language point to picture cards staff have with them, so they can explain how they feel and what they want.

Children know the importance of good oral health. They explain that brushing their teeth helps to 'get rid of germs'. Children learn healthy oral habits through regular brushing in the setting with their key person and practising on model teeth. They understand why they need to brush their teeth and how to move the brush accurately.

Leadership and governance: Expected standard

Leaders and staff have a constant drive for improvement. Leaders monitor staff's practice regularly. They have regular one-to-one sessions to check staff's progress towards their identified 'next steps' in professional development. Staff use 'reflection' books to write comments and thoughts, including what is working well and what they feel could be improved in the setting. Staff say they feel valued, listened to and leaders support their wellbeing. Parents and carers comment on the happiness of staff and the positive welcome staff provide children and families.

Leaders select training to support staff's ongoing upskilling and effective practice. They support consistent approaches. Staff share materials and key learning points from training in meetings, so everyone is able to further promote children's learning. For example, staff shared training on using 'blocks' that has been useful in supporting children with additional needs and younger children. However, although leaders monitor staff's practice, they have not identified that planning is not always as precise and effective as it could be for children in the outside area.

Leaders develop positive communication with parents and carers that supports the learning and development of children. For example, they send information to parents about healthy eating, toileting and other guidance to support children's development as soon as they are on the list to join the setting. This supports parents to begin putting in place healthy habits and understand their child's learning and development before starting at the setting.