Arbury Preschool

Inclusion: Expected standard

Staff recognise where children face barriers to their learning and require additional support. They provide numerous times throughout each day for children to receive well-tailored and adapted learning opportunities. For instance, staff focus on building children's confidence and self-esteem. Reflective discussions amongst staff ensure they have an understanding of what children are learning next and the progress they are making.

Children with special educational needs and/or disabilities (SEND) are monitored closely. Clear next steps in learning are identified and staff focus their teaching well. For example, children who need support with their speech and language development receive small group or one to one sessions, focused on communication. This allows children to develop their confidence and skills in small gradual steps. As children progress, next steps are reviewed. Repetition is used to secure new learning and staff measure the impact of their teaching and adjust their approach accordingly to ensure children make continued progress.

Staff work in partnership with other professionals to support children's learning and well-being. For example, local support groups that provide support and guidance for families, impacting positively on children's welfare and well-being.

Curriculum and teaching: Expected standard

Staff have worked hard to create and implement a new curriculum for all children. Leaders have provided support and training for staff but understand that further guidance to embed the curriculum securely is required. That said, staff generally understand what they want children to learn and how they should teach this. For example, when reading, children are thoroughly engaged in the story. Staff ask questions and encourage children to join in with repeated phrases and sounds to help the story come alive. This supports children's reading and comprehension skills very well. Children begin to learn and recognise letter sounds. For example, they recognise the letter 't' and give suggestions of words beginning with the sound 't' during group time.

Staff position themselves well to enable them to support and engage in children's learning throughout the room. They join children's make-believe play, asking questions to extend thinking and initiating conversations to support children's social interactions. For example, children enjoy sharing their ideas about their play and link it to home experiences, such as, riding in the car. Additionally, staff have a sound knowledge of children's development, particularly those with special educational needs and/or disabilities (SEND). They work closely with these children to overcome barriers and ensure children make progress in their learning. For instances, they provide social opportunities, teaching children how to take turns and play in small groups.

Numbers and counting is embedded through staffs teaching. They count with children and use their fingers to represent numbers. For example, when counting the amount of children present in the morning. Children demonstrate their learning as they count confidently to 20. Additionally, counting and mathematical language is introduced throughout children's play and learning, counting toys, bowls and cups at mealtimes and using positional language, such as, behind, in front and underneath.

Achievement: Expected standard

Children receive numerous opportunities throughout the day to develop their communication and language skills. For example, they listen to staff and hear new words, they practice making sounds and develop good social interactions. For example, large group times provide opportunities for singing. Children join in conversations where they share their thoughts and experiences. Learning opportunities spark children's interests in new topics. For example, children explore a range of textures alongside the wild animal figures. They learn the names of new animals, such as cheetahs and zebras and engage in further conversation on the topic. Children with special educational needs and/or disabilities (SEND), access specialist teaching, such as one to one interactions and visual prompts to better support there understanding and progress with speech and language. Staff use a 'talking bag' to spark conversations and model new vocabulary. This has a positive impact on children's development.

Children begin to gain the skills they need in preparation for school. They learn to carry out tasks independently, such as washing their own hands, using the toilet and feeding themselves. Additionally, through regular group times children are supported to extend their engagement and attention skills along with their sitting skills, learning to take part in group learning in preparation for the classroom.

Behaviour, attitudes and establishing routines: Expected standard

Children demonstrate a positive attitude to their learning through their high levels of engagement and enjoyment. They join in with singing at group time and demonstrate their secure knowledge of learning as they sing independently. High levels of engagement continue throughout smaller group activities, for example, younger children listen to each other as they share ideas. During child-led play, staff deploy themselves effectively to support children's learning. For example, when children are playing with the cars and figures, staff ask questions that extend and develop children's thinking skills and support their engagement throughout play. Attendance is generally positive. Where concerns arise, staff work closely with families to promote the importance of routine attendance. They ensure the setting is accessible and make small adaptations for families to ensure attendance is of a high standard. For example, arrival times are adjusted where needed.

Occasionally, staff are not consistent in their approach to behaviour management, and they do not always use every interaction as a learning opportunity. For example, children are asked to stop throwing water but are not taught about the impact of their actions.

Children develop secure relationships with both adults and peers as they play in small groups. Overall, they play together, sharing and taking turns and make up small make-believe games. Staff are happy and cheerful and this positively impacts children's enthusiasm and enjoyment of learning.

Children's welfare and wellbeing: Expected standard

Children learn about healthy eating and where food comes from. They enjoy growing a range of vegetables in the garden such as radishes and beans. Children plant seeds and observe the changes and growth overtime. Finally, they taste the foods they have grown and talk about the impact this has on their bodies. These opportunities are particularly beneficial for children who may not have access to these experiences outside of the setting. Children take part in regular learning opportunities that teach them how to look after their bodies. For example, they wash their hands before meal times. When learning about oral health, children confidently demonstrate their knowledge about germs and how they must brush their teeth twice per day to keep them clean.

Staff recognise children's emotions. For example, if a child is upset they provide comfort and reassurance, recognising their feelings and initiating conversations. Relationships children build at the setting support their sense of safety and trust. For example, they look to staff for reassurance when they are feeling sad. Staff talk to children about their day and their experiences to find the root cause to children's emotions, showing their care and affection and acknowledging that everyone is an individual and everyone matters.

Staff understand children and know what barriers to learning they may be facing. They use this information to plan meaningful learning opportunities and support children's well-being. For example, children who lack social skills are supported during group interactions. Staff model expected behaviours and teach children how to be respectful and kind to their peers. Additionally, they listen carefully to children's thoughts and support them by offering praise and reassurance, building children's confidence and self-esteem.

Leadership and governance: Expected standard

Leaders support staff both personally and professionally. This ensures staff wellbeing is of a high standard. Staff share their positive feedback for the support and training they receive and explain that they are passionate about making changes and improvements alongside the leadership team.

Leaders recognise the settings strengths and areas of improvement. They work hard to bring about change and improvement, alongside the staff team. For example, recent changes to the curriculum and relevant training, has enabled staff to implement a higher standard of teaching and learning opportunities for children. Support is given to staff to help them achieve manageable goals and improve the outcomes for children in their care.

Leaders engage parents well in children's learning and develop strong relationships to enable effective partnership working. For example, parents understand the importance of attendance and the impact this can have on children's learning and development. They work closely with staff to strengthen this and ensure the setting is accessible to everyone.