Bee Happy Pre-school

Inclusion: Expected standard

Leaders generally know their children well. They identify when a child needs extra support. They work to ensure that all children, including those with special educational needs and/or disabilities, are included and supported to take part in the life of the pre-school. Leaders typically work with external professionals to put the right support in place. They use advice from specialists to develop strategies and provide suitable resources.

Leaders recognise there is more work to be done to support the development of communication and language. They are beginning to put strategies in place. For example, they are beginning to use visuals to support children's understanding. However, these strategies are not yet embedded in practice. Leaders recognise that further time and consistency are needed to ensure all children benefit from the approach.

Leaders use additional funding to support children's development. They make careful use of this funding to provide suitable furniture, equipment and resources. These help children to access learning and take part in activities.

Leaders and staff use assessment to track children's progress. Staff identify what children know and can do. Typically, they use this information to identify next steps in learning. These next steps are shared with parents. This helps parents understand their child's progress and how they can support them at home.

Curriculum and teaching: Expected standard

Leaders speak with pride about their curriculum. They understand what they want children to learn and the experiences they want children to have. They are clear about what the curriculum offers and how it supports children's development. Generally, staff know the children well. They recognise what they can do and typically identify appropriate next steps in their learning.

Staff communicate positively with children. However, high-quality interactions are not yet consistent. Leaders recognise that more work is to be done around supporting staff to extend children's thinking and learning in the moment. Where interactions are most effective, staff extend children's vocabulary, model language and encourage children to develop their thinking.

Staff support children's early mathematical development through adult-led activities and play. They make learning practical and enjoyable. For example, children work with staff to count numbers to 5. They then place the correct number of leaves under each number. This gives them time to practise counting and helps the children link numbers with quantity.

Typically, staff recognise when children find the group activities overwhelming. They adapt the activities to meet the needs of each child, including those with special educational needs and/or disabilities. For example, during circle time, children can choose a quieter learning activity. This gives them a calm space to learn and join in without feeling overwhelmed.

Books play an important part in the learning environment. Children enjoy looking at books and listening to stories. They are beginning to be able to answer questions about what they hear and what they see in the pictures.

Achievement: Expected standard

Children generally play well together. They are beginning to understand the importance of sharing and taking turns. For example, children wait patiently for their turn to use the instruments. This shows that they are learning to play cooperatively and respect others.

During the yoga session, children listen carefully and follow instructions. They also talk about how they are feeling. This helps them develop their emotional awareness. It gives them time to express their feelings in a calm setting.

Children are beginning to show confidence when counting objects to 5. They enjoy joining in with counting activities and are becoming more secure in recognising numbers and quantities. Staff continue to give children, including those who face barriers to their learning, opportunities to practise these skills through play and everyday activities.

Children are generally prepared for the next stage of their learning. They are typically developing the skills and confidence they need to move forward. Children, including those with special educational needs and/or disabilities, make progress from their individual starting points.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff build warm and positive relationships with children. Children feel safe, valued and supported. This includes children with special educational needs and/or disabilities and those facing other barriers to their learning. Staff generally know the children well and respond to their needs with care. Children typically have positive attitudes towards their learning. Staff encourage children and help them develop confidence in their abilities. As a result, children enjoy taking part in activities and exploring new resources.

Children generally behave well and get on well with each other. They are learning to share, take turns and play cooperatively. Staff are positive role models. They teach children the importance of treating others with kindness and respect. For example, staff model how to wait their turn during the leaf counting activity. Children respond positively to staff.

Minor incidents are quickly and appropriately addressed. Staff help children understand what has happened and support them to make positive choices. For example, staff help the children share the trains to make sure it is fair. Routines are well established. Children know what is expected of them. They move between activities with growing confidence. They understand the daily routines and classroom rules. For example, they show good manners and use resources respectfully.

Leaders and staff work to support good attendance and help children make the most of their time in pre-school.

Children's welfare and wellbeing: Expected standard

Children feel safe and secure in pre-school. Staff provide a calm and nurturing environment where children know the staff are there to support them. Children, including those with special educational needs and/or disabilities, confidently approach staff for help, comfort and reassurance. This demonstrates that they have developed trusting relationships with the staff who care for them. Staff listen to children and respond with warmth and care. This helps children to feel valued, understood and emotionally secure. Children are confident to explore the environment because they know that trusted staff are close by when they need support.

Staff promote children's independence. Children are encouraged to have a go and complete familiar tasks for themselves. For example, children wipe their own noses and wash their hands before eating. Staff typically give children enough time to attempt tasks independently. They provide support when it is needed. This helps children develop practical self-care skills. It builds their confidence in what they can do.

Mealtimes provide valuable opportunities for staff to promote healthy lifestyles. For example, staff talk with children about healthy food choices. They encourage children to think about the foods they eat. As a result, children confidently identify the healthy foods in their lunch boxes.

Leadership and governance: Expected standard

Leaders have a clear understanding of the strengths of the pre-school and the areas that need further development. For example, they are proud of the French class provision and the opportunities this gives children to develop an interest in another language and culture. They also recognise the value of the outdoor woodland classroom. This provides children with rich opportunities to explore, investigate and learn in the natural environment.

Leaders use their knowledge of the provision to identify where further improvements are needed. They are open to advice from external professionals and use this to strengthen their practice. For example, leaders are working with external professionals to develop strategies to support communication and language development further.

Leaders recognise that staff need the right support, knowledge and resources to do their jobs well. Generally, supervision sessions support staff to develop their knowledge and skills further. However, leaders recognise there is still more work to do to support staff to know when to extend children's thinking and learning during their play. Leaders take action to ensure staff workload is manageable and their wellbeing is considered. Staff report they enjoy their time working at this pre-school and feel well supported by leaders.

Leaders speak positively about the relationships they have built with parents. There is a clear focus on working in partnership with families. Leaders work with families to support children during transition periods, such as settling into pre-school and moving on to school. Parents speak highly of the pre-school and value the care, support and education their children receive.