ABC Preschool

Inclusion: Expected standard

Leaders promote an inclusive culture where every child is supported to participate and make suitable progress. They identify children's individual needs early and work closely with parents to assess, review and plan the support children need. Staff know their key children well and adapt activities, routines and resources so that all children can access learning opportunities confidently.

Leaders work effectively with external professionals to secure appropriate support for children with special educational needs and/or disabilities (SEND). They implement advice carefully and review children's progress regularly. Individual plans support children with SEND, medical needs and those who face barriers to learning or wellbeing. As a result, children receive timely support and make steady progress from their starting points.

Leaders work closely with families and partner agencies to support children who are known, or previously known, to children's social care. They also ensure children access available funding and use it thoughtfully to provide targeted resources, training and experiences that improve outcomes for disadvantaged children and those with SEND.

Curriculum and teaching: Expected standard

Leaders and staff understand how children learn and they know the skills children need to develop to be able to progress in their learning. The curriculum is designed to ensure that all children are developing key skills through the variety of experiences and activities on offer. Staff tailor their interactions and teaching based on what they know that children need to learn next. For example, children who need support to develop physical strength in their hands receive high-quality interactions that focus on fine motor skills.

Staff typically support children's development of communication skills as they engage in regular back-and-forth conversations together. However, children do not always have consistent opportunities to make choices and respond independently during adult interactions. As a result, some opportunities to further extend their communication skills are missed.

Leaders recognise the importance of children developing a secure understanding of mathematics across the curriculum. Children sometimes hear staff use mathematical language during play. For instance, when they recognise shapes during games and activities. However, staff do not consistently take all opportunities to reinforce mathematical language and concepts across the curriculum they provide.

Achievement: Expected standard

Children make progress from their starting points and are generally well prepared for the next stage in their education. They develop effective communication, language and literacy skills, using both verbal and non-verbal methods to express their needs and ideas. This includes children with special educational needs and/or disabilities.

Children build their physical skills over time, showing concentration and determination during activities such as completing jigsaw puzzles. Younger children recall familiar words as they join in with favourite songs, while older children remember previous learning, for example when counting during play. However, because staff do not consistently provide opportunities for children to make choices, respond independently or reinforce mathematical language across the curriculum, some opportunities to deepen children's communication and mathematical understanding are missed.

Behaviour, attitudes and establishing routines: Expected standard

Leaders establish clear expectations for children's behaviour and routines across the setting. Children are caring and respectful to one another. They willingly share resources and take turns when playing games together. Staff manage minor unwanted behaviours calmly and sensitively, helping children understand the impact of their actions on others. They model kindness and respect, enabling children to develop positive relationships with their peers. For example, during water play, staff reassure children when it will be their turn and explain why. This helps children manage their emotions, develop patience and play cooperatively with others.

Staff teach children to look after their environment. For example, children learn to tidy up after themselves from an early age. Older children learn to be mindful of younger ones, being kind and sensitive to their needs. All children gain an understanding of how their behaviour impacts on others. Children show positive attitudes to their learning as they maintain good levels of engagement and concentration during activities.

Leaders work closely with parents to promote regular attendance and quickly identify any patterns of non-attendance. They work with families to understand individual circumstances and provide appropriate support where needed.

Children's welfare and wellbeing: Expected standard

Leaders place children's welfare and wellbeing at the centre of the provision. They know children and their families well and work closely with parents and external agencies to ensure children receive the support they need. Staff respond sensitively to changes in children's circumstances and adapt routines and care to meet individual needs. As a result, all children show they feel safe, secure, and emotionally supported.

Staff foster warm and nurturing relationships with children. Children are comforted sensitively when they become unsettled and are supported to recognise and communicate their feelings through reassurance from staff. These positive relationships help children develop confidence and emotional security.

Leaders and staff actively encourage children to develop positive attitudes to leading a healthy lifestyle. Staff provide daily opportunities for children to get fresh air and engage in physical activity. They build children's confidence, so they can use the large play equipment safely and independently. Children develop their spatial awareness as they play games with balls. Older children demonstrate an understanding of foods that are good for them as they discuss which fruits and vegetables they enjoy.

Leadership and governance: Expected standard

Leaders have a precise understanding of the setting's strengths and areas for development and take prompt action to address new guidance or emerging issues. For example, they monitor sleeping children and promote healthy snacks to be brought from home. However, further development of the curriculum to enhance mathematics and early communication skills is not yet fully embedded.

Staff have regular meetings with leaders where they have opportunities to reflect on their practice and discuss any training needs. This helps them to continue to have a positive impact on children's development. Staff are highly valued by leaders, and their wellbeing is of importance. Staff report being happy in their roles and work together as a team.

Leaders work in partnership with parents and the wider community well. They provide support to families, including practical help, such as access to resources and guidance. Parents report their overall satisfaction with what the provision is offers them and their children. They feel well informed about their children's care and daily experiences. Leaders recognise that there is further scope to strengthen parents' understanding of children's next steps in learning, so they can continue to help them develop at home.