Beaches Pre-School

Inclusion: Strong standard

Children experience a consistently positive, nurturing environment. Leaders and staff demonstrate a highly inclusive and reflective approach to supporting children with barriers to their learning. They have strengthened systems and processes to ensure that children and families receive timely and effective support, particularly during periods of change. Staff work collaboratively with parents and external professionals to create detailed support plans that identify clear targets and strategies for children. As a result, children make wonderful progress from their starting points and are fully prepared for their next stage of learning.

Staff take time to understand each child's needs, routines and interests, enabling them to tailor provision carefully from the outset. Staff have a deep and secure knowledge of a wide range of additional needs and continually develop their expertise through impactful training, professional dialogue and collaboration with specialists such as occupational therapists. Consequently, staff adapt practice confidently to wholly support children's communication, emotional wellbeing and behaviour. For example, flexible approaches such as adapting attendance patterns help children settle successfully and feel thoroughly secure.

Leaders work closely with external agencies, including social care and safeguarding partners, to support vulnerable children and families. Staff demonstrate sensitivity and professionalism when responding to complex family circumstances. They maintain appropriate boundaries while continuing to provide emotional support and consistency for children. Therefore, children who experience instability are settled, secure and remarkably confident within the setting.

Curriculum and teaching: Expected standard

Leaders have developed a broad curriculum that focuses on children's independence, emotional wellbeing and confidence. Children benefit from calm, purposeful routines and are supported in managing age-appropriate tasks independently. For example, children pour drinks, serve food and dress themselves ready for outdoor play. As a result, children are increasingly independent, capable and secure in the setting. Staff place emphasis on communication, relationships and inclusion so that children respect differences, talk openly about their feelings and develop positive friendships.

The curriculum is responsive to children's starting points, interests and individual needs. Leaders gather detailed information from parents and adapt learning experiences accordingly. Staff recognise that children develop at different rates and place value on children making progress from their individual starting points rather than fixed age-related expectations. Therefore, children build resilience and make progress relative to them.

Teaching is rooted in practical, meaningful experiences. Children enjoy a rich outdoor curriculum in which they explore nature, care for wildlife, grow plants and engage in sensory activities. Staff support children's curiosity well and introduce ambitious vocabulary during play, such as 'container' and 'lemon balm'. Children are engaged, motivated learners who confidently make choices and sustain high levels of concentration. Staff support children's physical development and emotional regulation professionally through movement sessions, breathing exercises and opportunities for managed risk.

However, as the curriculum approach is still new, some staff questioning is not yet consistent enough to fully deepen children's thinking. Leaders recognise this and are beginning to embed a more responsive approach to teaching and curriculum delivery.

Achievement: Strong standard

Children achieve very well and demonstrate extremely positive attitudes towards their learning. They are confident, independent and highly capable in managing their own needs and routines. Children make choices about their play, serve their own food and confidently access resources throughout the environment. Their behaviour is remarkable. Children show kindness, patience and respect for one another. They willingly share equipment, help friends and take turns when taking part in group activities.

Children communicate confidently with adults and their friends. They eagerly share ideas, recall past experiences and engage in meaningful conversations during play and routines. Children show curiosity and enthusiasm as they explore, investigate and problem-solve. They sustain high levels of concentration and become deeply engaged in activities that interest them, such as making 'potions' from water and mint leaves. Children with special educational needs and/or disabilities are fully included and participate confidently alongside their peers. They form secure friendships, communicate their needs effectively and show high levels of emotional security and belonging within the setting. Consequently, children are extremely well prepared for their next stage of learning and development.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established a calm, nurturing and wonderfully inclusive environment where children demonstrate prominent positive behaviour and attitudes to learning. Routines are embedded well by staff and support children to feel safe, secure and confident throughout the day. Children independently manage tasks such as self-registration and tidying resources. Consequently, children develop high levels of independence, resilience and self-care skills.

Children's behaviour is highly impressive. Staff act as positive role models who support children to show kindness, patience and consideration towards one another. They help friends with tasks such as showing them how to hold straws properly during craft activities. Children confidently follow familiar routines without adult reminders, including washing their hands before they sit down for mealtimes. They understand boundaries and respond positively to explanations about keeping themselves and others safe.

Children show highly positive attitudes towards learning. They sustain concentration remarkably well, become deeply engaged in activities such as story time and eagerly explore the environment with curiosity and enthusiasm. Staff support children to confidently communicate with others, expressing ideas and participating enthusiastically in conversations and group activities. Inclusive approaches ensure that children with special educational needs and/or disabilities are fully involved in routines and experiences. As a result, children are emotionally secure, highly motivated and well prepared for their next stage of learning.

Leaders promote attendance effectively through positive communication and supportive partnerships with families. They swiftly follow up on unexplained absences. Leaders understand the individual circumstances of families and respond with sensitivity and flexibility. Therefore, children settle quickly, benefiting from secure relationships and continuous learning experiences.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are promoted notably well through warm relationships, consistent routines and a highly inclusive environment. Children are emotionally secure, confident and settled. Staff support children to readily express their feelings using resources such as the colour monster. Therefore, children develop a deep understanding of how to manage and control their emotions. Staff use sensitive and responsive interactions to ensure that children have a deep sense of belonging and form trusting relationships with adults and friends.

Staff support children to show high levels of independence in managing their personal care, hygiene and self-help skills. They confidently wash their hands, manage toileting routines and pour drinks by themselves. Children become very independent and confident in doing things for themselves. Staff ensure that children understand how to keep themselves safe. For example, staff use gentle reminders when children are using scissors, climbing equipment and real utensils. Consequently, children develop prominent levels of resilience, confidence and growing responsibility for their own wellbeing.

Staff place important emphasis on healthy lifestyles and emotional health. Children enjoy nutritious meals, regular outdoor play and physical activity in all weathers. They are highly engaged, active and motivated learners who confidently access calming routines, breathing exercises and sensory spaces. Staff embed an inclusive approach to ensure that children with special educational needs and/or disabilities are fully involved and thrive alongside their peers. As a result, children are extremely happy, secure and well prepared for future learning.

Leadership and governance: Expected standard

Leaders place professional emphasis on safeguarding and partnership working to promote children's safety, stability and emotional wellbeing. Leaders remain proactive in responding to local safeguarding concerns, ensuring that staff are informed through regular updates and discussions. As a result, safeguarding culture is vigilant and embedded across the setting, keeping children protected from harm.

Leaders are reflective and recognise barriers local families face, including financial pressures and work commitments, and adapt their approaches accordingly. For example, leaders use additional funding, including the early years pupil premium, to provide resources and experiences for children who may otherwise miss out. Communication with other settings and agencies further supports continuity in children's care and learning. However, leaders have appropriately identified opportunities to strengthen this further through more consistent shared communication systems.

Parents hold the setting in high regard and feel well supported by leaders. They talk about noticeable improvements in their children's confidence, communication and social development since attending the setting.

Leaders demonstrate a reflective approach to continuous improvement. They adapt staffing arrangements to improve staff wellbeing and increase the quality of interactions with children. Staff feel valued and supported by leaders and speak positively about opportunities for training and professional development. Consequently, children benefit from a reactive, enthusiastic team that thoroughly meets their needs.

Children remain highly engaged, motivated and eager to learn across this caring and responsive provision. Leaders have begun to further develop the curriculum through a more curiosity-based approach. However, this is not yet fully embedded, and, at times, staff miss opportunities to consistently extend children's thinking, which leaders are aware of.