Bears In The Park Pre-School

Inclusion: Expected standard

Leaders create an inclusive environment, where children feel happy, valued and safe. They have strengthened their procedures to ensure that children's individual needs are identified quickly. From the outset, staff work closely with parents to gather detailed information about children's interests and development. Staff complete regular and ongoing assessments of children's development. This helps them accurately identify any emerging needs and put individualised support in place. Leaders work with external agencies and professionals, and make referrals to support children's development. Generally, this targeted support for children, particularly those with special educational needs and/or disabilities, helps them to make progress from their starting points.

Leaders plan professional development for the needs of the children that they care for. Staff have attended relevant training to support and promote children's language and communication skills. Generally, staff use picture cues to support children to understand and follow nursery routines. However, this is not yet fully embedded within their practice. This means that children do not always get to build on what they already know and can do.

Leaders are committed to their work with children. They have worked in partnership with local schools to ensure a smooth transition, when children move to school. Leaders allocate any additional funding to provide resources and individually tailored support to ensure the curriculum is inclusive for every child.

Curriculum and teaching: Expected standard

Since the last inspection, leaders have created an ambitious curriculum that focuses on children's personal, social and emotional development. Staff use assessment well to identify the skills and knowledge that they want children to learn. Typically, this helps all children to make progress from their starting points, including children with special educational needs and/or disabilities.

Staff plan regular singing and story time into daily routines, enabling children to have regular exposure to different vocabulary and build on their mathematical and literacy skills. Children are absorbed in purposeful conversations with staff and thoroughly enjoy singing action songs. This helps children to develop their expanding vocabulary. Staff weave in opportunities for children to count and compare sizes as they play. This promotes children's understanding of early mathematics in readiness for later learning. Children have ample opportunities to develop their physical development as staff encourage them to dance and learn new skills, such as skipping.

Staff understand younger children's learning well. They ensure that their favourite resources are available, which helps them engage positively in their learning. However, sometimes routines take precedence over children's learning. This means that children do not always benefit from the intended learning.

Achievement: Expected standard

Typically, children make steady progress from their starting points and develop the knowledge they need for future learning including children with special educational needs and/or disabilities. Children develop their physical skills and have plenty of opportunities to practise both their small and large muscles. They enjoy ride along cars and playing basketball outside. Children have ample opportunities to access mark-making materials, supporting them for later writing. Children develop their language and communication skills. They dance and sing to action songs and show an interest in stories. Children learn early mathematics as they count in their play and build with magnetic shapes. Children know to wash their hands before mealtimes and after playing outside. This helps them develop healthy habits for later life. Children are becoming increasingly independent in their self-care skills. They talk with their friends at mealtimes about the different fruits. Children are growing in confidence and ready for their next stage of education.

Behaviour, attitudes and establishing routines: Expected standard

Staff know children very well and build warm and trusting relationships with them. As a result, children are eager and excited to engage in learning opportunities with them. For example, children excitedly engage in role play by pretending to fill their push along cars up with petrol and create their own shopping lists.

Leaders and staff typically set high expectations for children's behaviour. Staff encourage children to share and take turns. They are positive role models. This promotes children's social skills and helps them develop their early friendships. For example, older children work together as they write numbers on a white board, taking turns. Younger children hand their friends the toy trains as they play.

Children generally behave well and follow age-appropriate rules and boundaries. However, staff do not always help children to understand the actions of their behaviour. This means that children do not fully understand what is expected of them at some times of the day. However, staff praise children's positive behaviour, this helps children feel proud and supports their self-esteem.

Leaders place high priority of promoting children's positive attendance. They work closely with parents from the start to ensure to share their expectations. As a result, children's attendance is consistent. This further promotes a positive understanding of school attendance expectations.

Children's welfare and wellbeing: Expected standard

Leaders and staff develop warm and nurturing relationships with children and their families. Staff greet the children at the start of their day and take a real interest in their conversations. For example, children excitedly tell staff about their experiences outside the setting. Staff know the children very well and ensure that if a child become a little unsettled that their comforters are close by. This helps promote a sense of belonging, supporting children to feel safe and secure.

Leaders provide children with healthy snacks and remind children of the importance of washing their hands before mealtimes. Staff actively encourage children to make healthy choices as they choose from various fruits. They discuss with children the positive impact that food has on their bodies and remind them to regularly drink water in the hot weather. This helps children to make healthy choices.

Leaders promote children's physical development and ensure children have access to outside play. This helps children to develop their larger muscles and provides opportunities for running and catching balls. Children typically benefit from consistent routines that support their emotional wellbeing and helps them understand what will happen next. Children who require additional support, including those with special educational needs and/or disabilities, receive individualised approaches to meet their individual needs.

Leadership and governance: Expected standard

Since the last inspection, leaders have improved coaching and mentoring for staff. They have implemented procedures to reflect on staff's teaching, which has helped leaders precisely identify areas of improvement. For instance, one-to-one meetings and observations of practice. Leaders monitor the impact of these to ensure it has a consistent effect on staff's practice. As such, typically, all children, including children with special educational needs and/or disabilities, are making progress in their learning and development.

Leaders have reviewed the curriculum and place high priority on children's communication and language. Staff have accessed training to help them plan targeted interventions to help children. Children who speak English as an additional language, develop their understanding and further their vocabulary. Staff comment that they feel very well supported in their roles in the pre-school. They say that leaders ensure that they have time to complete assessments and monitor their workload. This supports staff's wellbeing.

Leaders have established positive relationships with parents. They share children's individual targets from professionals and how they are supporting children in the pre-school. This two-way approach helps children to make the best possible progress in their learning. Parents comment on the home learning opportunities, such as building a fairy garden, and how their children have made progress in their development, in particular their communication and language skills.