Aveley Pre-School CIC

Inclusion: Strong standard

Staff and leaders are highly skilled and experienced, with consistently high expectations for all children. They use robust systems, such as home visits and precise assessments, to quickly identify any emerging needs. They then adapt all educational programmes to ensure children's needs are met promptly and effectively.

All staff and leaders have a clear and confident understanding of how to assess children's needs, provide targeted support and review progress, supported by regular training that deepens their expertise. Children with special educational needs and/or disabilities benefit from targeted interventions. This includes focused speech and language programmes that develop children's understanding and expressive communication. These tailored strategies, outlined in detailed intervention plans, help strengthen children's communication and social interaction skills.

Staff closely monitor each child's progress, giving particular attention to those who require additional support. They use any extra funding purposefully to enhance their provision and practice to improve outcomes. Strong partnerships with parents and professionals, such as inclusion teams and health visitors, ensure that all children receive timely, well-coordinated support, helping to remove barriers to learning from the very start.

Curriculum and teaching: Expected standard

Leaders have a clear vision for what they want children to learn and have designed an inclusive curriculum that covers all areas of development. Their aim is to equip children with a robust foundation of skills and knowledge that prepares them well for the next stage of their education. Staff carry out regular progress assessments to understand what children know and can do, using this information to plan purposeful next steps. These are shared with parents so that learning can be supported at home. However, on occasions, staff do not consistently build on children's learning. For example, when children successfully identify the numbers one and 2 during play, this is not always extended to include other numerals.

Developing children's communication and language skills is a great focus for all staff. During sensory play, for instance, staff hold meaningful conversations with children about their actions and introduce new vocabulary, such as 'bigger' and 'smaller', to promote mathematical language and early concepts of size. Staff also model and support the use of tools, such as a teabag strainer, to strengthen children's fine motor skills and dexterity. Children listen carefully, follow instructions well and show great enthusiasm when they successfully use the strainer to pick up small pieces of cereal.

Staff promote children's emotional development effectively. They encourage children to identify and express their feelings and offer gentle guidance during moments of slight frustration. They also provide meaningful opportunities to support children's gross motor development, balance and coordination. For example, during singing and dancing sessions, children confidently squat, jump and hop in time with the music, laughing and giggling with excitement.

Achievement: Expected standard

Overall, children achieve well from their starting points and make good progress across all areas of learning. Gaps in their development are closing. At times, learning is not consistently deepened and extended, which limits the progress some children make over time.

Children acquire the age-appropriate skills and knowledge they need to move confidently from one stage of education to the next. Those with special educational needs and/or disabilities also make steady progress from their starting points, meeting their targeted next steps in a timely and well-supported manner. For example, children count in sequence with increasing accuracy and can recognise some numerals. They rapidly learn new vocabulary, including names of dinosaurs, and are increasingly confident in conversations with both peers and adults. Children also demonstrate remarkable fine motor control when using mark-making tools. They show precision when building towers with wooden blocks, which enhances their hand-eye coordination. Outdoors, they confidently operate bikes and trikes, skilfully avoiding obstacles and staying safely on the designated path.

Behaviour, attitudes and establishing routines: Expected standard

Staff and leaders hold consistently high expectations for every child. They build warm, nurturing relationships that create a calm, purposeful atmosphere where children remain deeply engaged in their play. Staff ensure that children understand and confidently follow daily routines, promoting a strong sense of security and belonging.

Staff and leaders model positive behaviour well. They communicate boundaries and expectations clearly and in age-appropriate ways. Children generally behave well, and staff respond promptly and sensitively to any behaviour challenges. However, there are times when staff do not fully maximise opportunities to verbally reinforce positive behaviours. For example, while they offer gentle distraction and comfort, they do not always discuss behaviour expectations to help children fully understand the impact of their actions.

Gentle staff consistently guide children to work together, share resources and take turns. During a sensory activity, for instance, they support children to share dinosaurs and incorporate them into imaginative play, such as 'stomping' over cereal. Children respond well to this guidance, quickly following instructions and becoming deeply absorbed in the activity. They show high levels of respect and consideration towards both adults and peers.

Leaders have effective systems in place to monitor children's attendance. They work closely with the parents to establish positive and consistent punctuality routines.

Children's welfare and wellbeing: Strong standard

Staff and leaders create a warm, welcoming environment where children feel safe and able to thrive. Well-established routines help children feel confident and settled throughout the day. Children enjoy exploring both the indoor and outdoor areas, making independent choices about the activities they wish to engage in. For example, outdoors, children follow staff instructions to walk safely along stepping stones, taking turns with their peers. When using bikes and trikes, they demonstrate good control and an awareness of obstacles and hazards around them.

Staff provide meaningful opportunities for children to embrace a healthy, active lifestyle. They encourage children to put on their coats independently and to wash their hands before meals. Children take pride in preparing their own healthy snacks, such as safely cutting bananas and cucumbers. Through frequent practice, they grow steadily in independence and confidence.

Warm, trusting relationships between staff and children are clearly evident. Staff consistently support children to recognise, understand and express their feelings, offering guidance through any challenges that arise. As a result, children develop strong emotional wellbeing and feel confident in managing their emotions with support.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and priorities for development. They are ambitious and deeply committed to giving every child the best possible start to their early education. Leaders prioritise mentoring and professional support. However, this does not yet have a consistently robust impact on staff's practice. Consequently, not all staff confidently or effectively implement the inclusive curriculum.

Leaders place high value on staff wellbeing and professional development. Staff benefit from regular supervision meetings and tailored training opportunities that enhance their practice and expertise. For example, they complete targeted training on supporting children's speech and language development. As a result, staff experience significant professional growth and express high levels of job satisfaction in the setting.

Robust, positive relationships with parents and the wider community contribute significantly to the setting's success. Parents feel welcomed, involved and well supported by the staff team. They recognise and praise the impressive progress their children make. Leaders' proactive approach ensures that all children, including those facing barriers to learning, receive tailored support and thrive in this inclusive environment.