Benhall Preschool

Inclusion: Strong standard

Leaders have a clear vision for what they want children to learn and achieve. This includes children with special educational needs and/or disabilities (SEND). Leaders maintain high expectations by creating a curriculum that is ambitious for all. Leaders work closely with parents and carers and make suitable adaptations to the environment. Using a range of assessment tools, leaders review children's progress at regular intervals. This ensures all children are safe, feel welcomed and are well supported. Staff are quick to act when they identify children who would benefit from extra support. Other professionals report that staff respond promptly to advice and work tirelessly to meet the needs of all children.

Parents understand how leaders use additional funding, such as early years pupil premium funding. They understand the positive impact it has on their children's development. They see improvements in confidence, speech and vocabulary. Staff focus on repeating sounds and modelling words that children find difficult. Over time, children begin to repeat these words and use them more accurately. Parents follow the same strategies at home. This consistent approach supports children to make meaningful and sustained progress, ensuring children with SEND receive high-quality and targeted support. Leaders work with staff to identify training that will enhance their practice. They look ahead to identify children's needs before they start. This ensures children receive support without delay.

Curriculum and teaching: Expected standard

Leaders have a clear and ambitious curriculum. They identify where staff need extra support and develop strategies to make improvements. Peer observations have recently been introduced, which support staff's interactions with children. Leaders use additional funding to give children access to experiences they might not otherwise have. Staff understand children's next steps and plan activities that build on what they already know and can do. Leaders communicate well with other settings that children attend. This helps children to learn in a consistent way. Staff teach the curriculum well. They complete regular observations and assessments to check children's progress and adapt teaching appropriately. Communication and language are a focus, as staff narrate children's play and extend ideas through discussions with children. They weave mathematics into play by modelling words such as 'biggest', 'smallest' and 'tall'.

Staff support children's individual preferences and learning styles well. For instance, they plan effectively for children who prefer to learn outdoors. Children run, explore and use large spaces to build their confidence. Staff teach children about the wider world using books, discussions and maps, for example. They explore similarities and differences between families and cultures. Children are learning to recycle and to identify different labels on food packaging. Children work together to develop goals to help them to be mindful of the environment.

Achievement: Expected standard

Children make secure progress from their starting points. Staff focus on communication and language and know these are vital for building vocabulary and developing listening, turn-taking and early negotiation skills. This gives children the skills needed to join group play and interact with their peers with growing confidence. Staff support children with special educational needs and/or disabilities well. They encourage all children to integrate and play alongside and with each other. Staff focus on core books and stories, supporting repetition and helping children learn the story. Children predict what comes next and use new vocabulary appropriately. The familiar texts create fun and engaging learning moments. Staff support children's physical development in varied ways. Children build strength as they move crates and large items outdoors. They refine their fine motor skills as they learn to use scissors and hold a pencil. Staff give praise and encouragement, which boosts children's confidence and willingness to try new tasks. By reflecting on observed practice, leaders work towards preparing children for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders set clear expectations for children's behaviour. Children know the rules well and repeat phrases such as 'walking feet' and 'kind hands'. Staff are calm, positive role models and give clear explanations, adjusting their language so all children understand. They form warm, nurturing bonds that build children's trust and confidence. This helps children feel secure and supports their development. Leaders maintain sound communication with parents and carers. They discuss behaviour, attendance and punctuality, and agree on shared strategies. This helps children experience consistency between home and pre-school. Staff support children's attention through targeted activities. They encourage small-group play to help quieter children gain confidence and make friendships. Staff model inclusivity well and ensure every child feels welcome. The new sensory shed offers children a place to manage their emotions with growing independence. Leaders make the necessary adaptations so children with special educational needs and/or disabilities can attend and join in safely alongside their peers.

Children engage well in smaller groups. With the support of staff, they listen and follow instructions well. Children play together and show an understanding of each other's needs and feelings. However, during whole-group times, such as tidy-up time, circle time or in certain parts of the session, some children lose focus, which affects their behaviour.

Children's welfare and wellbeing: Strong standard

Leaders consistently prioritise children's welfare and wellbeing. They have a clear ethos supporting children's mental health and emotional needs. Staff show professional curiosity when they observe challenging behaviour. They hold timely discussions with parents and carers, gaining valuable insight into children's lives at home so that consistent strategies can be agreed and implemented. This responsive approach ensures that children, including those with special educational needs and/or disabilities, receive tailored support that meets their individual needs.

Children arrive confidently and demonstrate security in their relationships with staff, speaking openly about activities and games. Staff teach children to manage their emotions and their personal hygiene independently, such as blowing their nose using tissues and using mirrors placed indoors and outdoors. Staff promote children's physical health and their understanding of healthy choices. The outdoor area offers space for imaginative play, turn-taking and negotiating with others. Snack time is calm and sociable. Children pour their own drinks and use tongs to collect fruit slices, developing their fine motor control alongside good manners. Through ongoing discussions with parents, leaders make timely and appropriate adaptations for children who need additional support. These adjustments support children to settle well, feel secure and develop the social and self-regulation skills needed to interact positively with others.

Leadership and governance: Strong standard

Leaders have a clear vision with high expectations for every child. They know their community well and understand the needs of local families. Leaders act in the best interests of all children and remain focused on positive outcomes. Leaders know the setting's strengths and take action when they identify areas for improvement. They use reflective practice to guide and improve teaching. Staff feel confident in their roles and understand what leaders expect. They receive professional support and feel that leaders care about their wellbeing. This helps staff to provide consistent and calm care for children.

Professional development has a clear impact. Staff use new strategies when supporting children's communication. For example, staff use fewer words with children and allow them time to respond. This helps children build confidence and make steady progress. Partnership work is sound. Leaders maintain effective links with parents and carers and external professionals. This ensures that support for all children is well coordinated and timely. Parents receive clear information about their child's development through meetings and regular communication. Leaders listen to feedback from parents and adapt their approach accordingly. This means that children have consistent support both at home and at pre-school.