Ashburton Playgroup

Inclusion: Expected standard

Leaders and staff know each child and their family well and fully understand children's needs and backgrounds. They work closely with parents to identify any barriers to learning and put effective support strategies in place to promote children's progress. Staff respond sensitively as children settle. They offer a gradual, flexible settling-in period that meets each child's individual needs. Staff recognise the importance of giving children time to feel comfortable and secure, and they do not rush this process.

Staff responsible for children with special educational needs and/or disabilities understand their roles clearly because they receive effective training. They work closely with other professionals to identify gaps in children's learning and to establish support systems that help parents access valuable services. For example, staff guide parents to groups that promote children's language and communication development. Parents say their children make particularly good progress in developing their language skills. Parents enjoy hearing their children talk about their day and sing songs they have learned and recall them with great enthusiasm.

Staff use effective assessment systems to track children's progress. These systems enable them to identify emerging needs promptly and provide timely interventions that support children's development.

Curriculum and teaching: Expected standard

Leaders provide a broad and balanced curriculum that supports all children's development across all areas of learning. Staff implement the curriculum effectively, offering a wide range of experiences that reflect children's interests and encourage them to explore their own ideas. Staff use their assessments of children's progress effectively to identify next steps for children's learning. They identify where children have gaps in their learning and put individualised plans in place to help close these gaps.

Staff extend learning by encouraging children to talk about their experiences. For example, as children use blocks to build models of buildings, staff ask them to describe their own homes. Children build confidence in their communication and language development as they speak about their homes. Staff introduce mathematical concepts during play by asking questions about shape, colour and size. They encourage problem-solving, for instance, by asking, 'How many more do we need?' Staff praise children's achievements, which motivates them to continue learning. Children talk confidently with their friends and take pride in sharing their achievements. They play imaginatively during role play, exploring the home corner, pretending to cook pizza, and ensuring everyone has a piece while counting how many remain.

Small group sizes allow staff to provide close support for children who may require additional input to achieve their goals, particularly with their language and communication skills. Parents value the one-to-one support available for children who require additional help. Children form secure, reassuring bonds with staff and benefit from planned activities that build their skills over time. Staff maximise opportunities to develop children's language and communication. Children move confidently around the environment and demonstrate well-developed fine motor skills. During singing sessions, they hop and dance enthusiastically to their favourite songs.

Achievement: Expected standard

Leaders and staff work with external professionals and parents to help children achieve their targets. Subsequently, children learn the skills and knowledge to support their eventual move on to school. Children show perseverance as they complete puzzles and work out where pieces fit. They explore paint freely and develop their muscles as they explore play dough. Staff set clear expectations for what children can achieve, and they encourage children's independence skills, such as putting on coats and managing zips and buttons. This approach helps to build children's self-esteem. The curriculum promotes children's communication and language skills well. Children communicate confidently, and staff provide targeted support and strategies for those who are still developing these skills so that they make steady progress.

Parents receive regular updates about their children's progress and have frequent opportunities to discuss targeted next steps. They value the guidance staff offer, including how to support children's oral health at home. The book-lending library encourages families to foster a love of reading. Parents report noticeable improvements in their children's confidence, concentration and speech and language since joining the pre-school. Leaders work with parents to help children develop good habits at an early stage, so they are well prepared for school.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and have developed trusting relationships with the caring staff. They share, take turns and understand what staff expect of them. Children follow the well-established routines with confidence. Staff give gentle reminders, such as encouraging children to walk carefully indoors so they do not trip. Children play happily alongside or with their peers. They share their achievements, ask questions and show interest in each other's ideas. Staff support children to express how they feel and value their contributions. This approach builds children's self-esteem and strengthens their sense of belonging.

Staff ensure that all children are included and valued. They put effective strategies in place to accommodate children's individual needs and learning styles. Staff recognise when quieter children need additional reassurance so that they can fully participate and benefit from the learning opportunities. Leaders promote the importance of regular attendance, and as a result, children attend consistently, which supports their early education.

Children's welfare and wellbeing: Expected standard

Children develop a sense of belonging at this pre-school because they have built close relationships with leaders and staff. Staff are kind and caring and provide a safe environment to support children's safety and welfare. Staff interact with children consistently in a supportive manner and provide nurturing care. Their approach helps children feel safe and secure, which enables them to be ready to learn.

Staff teach children how to keep themselves safe. They provide meaningful learning opportunities, such as arranging visits from fire officers to develop children's understanding of fire safety. Staff also consider how best to support children in developing effective oral health routines. They use activities with the 'big teeth' to model good brushing techniques, and they plan to extend this by introducing individual teeth-brushing sessions. Snack time is a sociable occasion where children engage with friends and discuss the healthy fruit they enjoy.

Children develop their independence skills, such as putting on their coats and washing their hands before snack time. Well-established routines help children understand what is expected of them and enable them to manage these tasks confidently. Children have opportunities to spend time outdoors and go on local outings in the community. However, staff do not always provide daily opportunities for children to be physically active and practise their large motor skills to further support children's physical development.

Leadership and governance: Expected standard

Since the last inspection, systems to notify Ofsted of relevant changes have been improved to support children's safety and welfare. Leaders understand their key strengths, such as establishing strong partnerships with parents and understanding the needs of the children and families that attend. Leaders demonstrate close links with the local community and strive to provide all children with a secure start to their early education. The staff team is well established, and staff enjoy working at the pre-school and feel valued and supported in their roles. There is a shared focus on providing children with plenty of opportunity to practise their skills and knowledge to support all children's developmental progress. Leaders have identified that they would like to develop the outdoor provision to provide more opportunities to learn about planting and growth. However, leaders do not always ensure that staff plan a curriculum to provide children with sufficient opportunities to benefit from outdoor play.

Leaders maintain clear oversight of the setting. Their knowledge of the local community and their engagement with other agencies support children and families effectively to help their children to thrive. Staff take part in regular professional discussions with leaders, where they identify targets to develop their knowledge and skills. In addition, staff complete mandatory training and access a range of webinars that strengthen their understanding of children's learning and development. For example, recent phonics training has deepened staff's understanding of how rhythm and beats can reinforce children's awareness of sound patterns to support children's communication and language development.