Allsorts Preschool and Nursery

Inclusion: Strong standard

Leaders and staff know every child and their families extremely well. They foster a deeply embedded culture of inclusion, ensuring all children, including those with special educational needs and/or disabilities (SEND), receive individualised support tailored to their learning. Staff work closely with parents to understand each child's needs and carefully plan learning experiences so that every child can take part and make progress. Leaders collaborate effectively with external professionals to ensure assessments, interventions and strategies are consistent and fully embedded. Additional funding is used effectively to reduce barriers and extend children's learning opportunities. This includes offering additional sessions to support wellbeing and development. Home story sacks help extend learning beyond the setting and promote reading at home.

Leaders carefully plan for children's transitions to support children's confidence and independence. For example, weekly visits to the local school allow children to become familiar with routines and staff, including children with SEND, ensuring they are well prepared for the next phase of learning. Staff use a range of inclusive strategies, such as communication boards and individual support plans, enabling all children to settle, thrive and develop independence. Leaders ensure children with SEND and disadvantaged children make positive progress from their starting points, particularly in communication and language.

Curriculum and teaching: Expected standard

Leaders have a clear curriculum intent that reflects their aims for children's learning and development. Children access a broad range of learning opportunities across all areas of the curriculum. Staff understand why they plan activities and explain how these support children's development. For example, they use play dough activities to develop children's physical strength and coordination, recognising that children need to build these skills before they are ready to hold a pencil. Staff develop children's mathematical thinking as they recognise shapes and practise counting through songs. Staff support children's communication and language effectively, particularly for younger children. They read books, introduce new vocabulary and use action songs to develop children's understanding. For example, children learn positional language such as 'behind, in front, above' and 'below' through movement based activities.

However, staff do not support children's personal, social and emotional development as well as they support communication and language. Staff do not consistently set clear expectations for children to manage their feelings or understand how their behaviour affects others.

Staff plan teaching carefully for children with special educational needs and/or disabilities (SEND). They deliver targeted speech and language activities that build attention, engagement and communication. Staff adapt learning through focused interventions and small groups, ensuring children with SEND access the curriculum alongside their peers.

Achievement: Expected standard

Children develop confidence in their social and language skills and generally achieve well across the curriculum. They make positive progress from their starting points, particularly in communication and language, which is a key strength of the setting. Staff create regular opportunities for children to develop language through high-quality interactions. For example, staff read stories in cosy areas, model new vocabulary and encourage children to listen, respond and join in. Children listen attentively in small groups and confidently retell familiar stories using props, such as 'The Three Little Pigs', to strengthen their understanding and communication skills. However, inconsistencies in how staff support children's personal, social and emotional development means some children do not develop these skills as securely as their communication and language skills.

Staff support disadvantaged children, children with special educational needs and/or disabilities, and those facing additional barriers to learning through targeted support. They adapt learning to meet children's individual needs so all children can access the curriculum.

Leaders plan transitions carefully to prepare children for their next stage of learning. Older children attend weekly school visits in small groups, becoming familiar with routines and staff. This builds children's confidence, independence and readiness for school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders know the importance of children's attendance and act promptly to help address any barriers families face. They monitor closely working with parents to recognise the importance of attending.

Staff use positive approaches to support children's emotional regulation when an activity is ending, enabling children to prepare for a transition and moving from one activity to another. Staff consider children's ages and individual needs for adapting expectations, including those with special educational needs and/or disabilities, when supporting them to meet expectations.

Overall, leaders create a calm, positive environment for children to learn in. Children follow routines confidently, moving calmly between activities, washing their hands before lunch and lining up to go outside. However, sometimes staff do not consistently respond quickly enough to help children understand how their behaviour is affecting others. These minor inconsistencies mean some children become distracted with their learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff provide nurturing care, enabling children to build positive relationships and secure attachments with their key person. Staff know children's interests and use these to create engaging learning opportunities. Children seek cuddles and enjoy staff joining in their play, which strengthens their sense of security and emotional wellbeing. Staff share information with parents and carers, ensuring they are well informed about their child's day. Parents speak very positively about the support they receive, especially for children with special educational needs and/or disabilities. Leaders are committed to implementing strategies to support children's learning and wellbeing. In the afternoons, the rooms join. Older children play alongside younger children, encouraging collaborative play and opportunities for all children to learn from one another.

Staff sit with children at lunch to ensure their safety and support routines. Children brush their teeth after lunch, learning the importance of dental hygiene and developing healthy habits. However, staff do not yet consistently plan for conversations with children and parents about healthy diets and nutrition.

Leadership and governance: Expected standard

Leaders are passionate and committed to supporting children and families within the community. They actively engage the pre-school in local initiatives, including community events and practical support, that benefit families. They value staff welfare and wellbeing. Leaders evaluate the setting's strengths and areas for development. Staff access relevant training that enhances their knowledge and skills. Continuing to develop staff's understanding in helping children manage their feelings and behaviour would further strengthen and promote children's personal, social and emotional development. Regular staff meetings and professional discussions help staff reflect on children's progress and plan next steps for learning. Staff speak positively about working in the setting and feel well supported.

Inclusive practice is a strength. Leaders work effectively with external professionals to meet the needs of children with special educational needs and/or disabilities, staff implement a graduated approach to children's learning. Leaders understand the importance of smooth transitions to support children moving on to school. Governance is effective, with trustees meeting regularly to support strategic decisions. However, leaders do not yet ensure that children have consistent opportunities to develop their understanding of healthy lifestyles, and partnership work with parents is not yet used fully to reinforce this at home.