Brambles Pre-School and Out of School Club

Inclusion: Expected standard

Children have access to an inclusive learning environment. Leaders and staff include all children, including those who face barriers to learning and those with special educational needs and/or disabilities (SEND). Staff with SEND responsibilities have the relevant experience and knowledge to support children in their care. Staff quickly identify children's needs through an effective settling-in process. They use observations and assessments to monitor children's progress and developmental stage. When necessary, staff make timely referrals to relevant support agencies, including speech and language services. The setting works alongside external agencies and parents to identify appropriate support. It produces individual learning plans for children and sets targets that are reviewed regularly. Some suggested strategies are clearly in use. For example, staff enhance children's sharing and turn-taking by providing gentle reminders to wait their turn and by playing games that encourage sharing. In addition, they have identified certain areas of the provision as 'quiet spaces' for children to have space and time to regulate their emotions. However, staff are inconsistent in their use of available strategies, such as non-verbal communication cards. Therefore, children with limited communication can sometimes struggle during transitions to fully understand what is happening next.

Leaders consider how additional funding is used to benefit children. They regularly review children's needs in relation to resources and how they align with children's next steps. For example, they purchase fidget toys to help children self-regulate and books to support and further children's communication and language skills.

Curriculum and teaching: Expected standard

Staff show a good understanding of what they want children to learn and why. Children enjoy a curriculum that supports their interests and fascinations and covers the 7 areas of learning effectively. There are many opportunities for children to explore through a range of sensory experiences. This also supports children with special educational needs and/or disabilities. Staff plan activities to meet children's sensory needs. For example, children explore the textures of paint, water, sand, mud and rice during their play.

Staff ensure that children make steady progress in their communication and language. They listen to stories and explore books independently throughout the day. Staff generally introduce new vocabulary, such as 'empty' and 'full', during children's play. However, not all interactions are of the highest quality to consistently support children's learning. For example, staff sometimes use skilful questioning to extend learning through open-ended questions. However, this is inconsistent, and sometimes children's language and critical thinking skills are not fully developed.

Staff focus effectively on developing children's personal, social and emotional skills during play. They talk to children about how they are feeling, discuss their paintings and talk about 'smiley faces' and how they make us feel. Staff provide plenty of opportunities for children to develop their physical skills. They support them in using tools and equipment, such as trowels for digging in sand. Children have plenty of space outside to run, jump and develop their physical skills on outdoor climbing equipment.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, make steady progress in their learning from their starting points. For example, some children who previously found it difficult to socialise are now happy to have other children play alongside them. This demonstrates progress in their social development and emotional regulation. Children learn many of the essential skills in preparation for the next stages of their learning, including school. They show their growing independence, for example choosing where to play and learning to pour their own drinks at mealtimes.

Older children play cooperatively and form friendships. They use their imagination during role play and pretend to make tea and cakes. Children discuss that the tea may be hot and that they need to let it cool down. This helps to build their social skills and independence. Children are generally developing their communication and language skills well. They listen to staff model and introduce new vocabulary, which they repeat during play, for example 'push' and 'fast' when playing with cars and ramps. Children demonstrate their mathematical development as they play. They learn to count and use their fingers to check. Older children show they can match the correct number of objects to a given number and can name shapes in their play.

Behaviour, attitudes and establishing routines: Expected standard

Children demonstrate a positive attitude toward learning, and staff ensure that they understand the expectations. They play happily together, sharing resources and offering help to friends. Staff model kindness and respect, reminding children to say 'please' and 'thank you' at the appropriate times. Leaders and staff create a positive learning environment in which they praise children. For example, they comment on children's 'good sitting' and 'lovely listening ears'. Children show perseverance in completing tasks. For example, they pour rice through tubes, checking that they are holding them tightly, so it does not spill out.

The routines in place enable children to access the indoor and outdoor provisions freely. This helps children decide where and with whom they want to play, supporting their decision-making skills. Children with special educational needs and/or disabilities generally follow the routines well. However, sometimes they do not always understand what is happening next, especially during transitions. As a result, they can sometimes become unsure and restless. Leaders communicate clearly with parents regarding children's attendance. They monitor attendance carefully to identify any recurring patterns of absence. This is helping to equip children for school and ensuring their safety and general wellbeing.

Children's welfare and wellbeing: Expected standard

Staff build secure bonds with all children through an effective key-person system. They have warm, caring relationships with the children and provide care practices that meet the children's needs. Staff encourage children effectively to recognise and discuss their emotions. For example, they use popular stories that explore feelings. This helps support children who struggle to regulate their emotions.

Children learn about healthy eating habits. Leaders encourage parents to send in a healthy lunchbox and help them understand what is appropriate. Children choose between milk and water at snack time and learn about the importance of oral hygiene. This knowledge is evident when children pretend to brush the dolls' teeth in the role-play area. They say, 'We need to brush and make her teeth clean.' Children develop their physical skills through the experiences on offer. They crawl through tunnels, balance on large tyres and develop their strength and coordination while riding tricycles and scooters. Children learn about being safe and understanding risks. For example, in the outdoor area, they remind children to use 'slow feet' on the ramp to avoid falling. Staff support children in washing their hands, blowing their noses and managing their toileting needs independently. This helps to build children's independence and self-confidence in preparation for their next stage of learning.

Leadership and governance: Expected standard

Leaders and the trustees work closely together. They ensure that they maintain effective oversight of the setting and make decisions in the best interests of all children. Leaders remain reflective on the provision they provide and recognise their strengths and areas for development. They gather the views of parents and staff to ensure the continuous development of the setting.

Leaders work in partnership with parents and other professionals to support children with special educational needs and/or disabilities. They secure the support and interventions children need to make progress. As a result, parents speak highly of the setting during the inspection and praise the support they receive from the setting. Leaders and staff maintain close links with schools, particularly the host school, which supports an effective, smooth transition for children. Teachers visit the setting, and staff complete transition reports. This helps to provide continuity in care and learning for children.

Leaders ensure that staff undertake regular training. Staff speak highly of the support they receive from leaders. However, leadership oversight of teaching practice is not yet sufficiently developed. Although supervisions take place, they do not yet consistently identify individual development targets to improve teaching practice. As a result, not all teaching is of a consistently high-quality across the setting.