Branston Little Pickles Pre School

Inclusion: Strong standard

Leaders and staff consistently make a positive difference to every child's learning and development. They have implemented effective assessments which ensure that children's needs are identified at the earliest opportunity. Targeted support and clear next steps that are understood and implemented by all staff help to bridge the gaps in children's learning. Leaders deliver highly impactful training to staff to ensure that there is a consistent approach to inclusion across the setting. They build strong relationships with external agencies, who they contact for advice and guidance. Parents report that they are included in this process and feel extremely well supported by the setting. One parent shared their experience by saying, 'They couldn't do any more to help my child.'

Leaders have a clear knowledge and understanding of how to secure the best outcomes for every child, including those with special educational needs and/or disabilities and those known or previously known to children's social care. Staff communicate with children in a range of ways, including now-and-next boards, photo prompts and Makaton signs to develop communication, language and understanding. All staff have high expectations for all children's development. They encourage children to try new things and plan opportunities for children to practise these skills in different ways. For example, one child was able to refine his gross motor skills by performing a pouring activity in the small-world tray with the support of an adult. He was then able to practise this skill using jugs and watering cans in the garden. Additional funding is used to provide sports coaching, cookery sessions and bucket therapy. These opportunities have a positive impact on children's listening, attention and physical development.

Curriculum and teaching: Expected standard

Staff ensure that every child has equal access to the curriculum. They make effective adjustments to ensure children with special educational needs and/or disabilities and those known or previously known to children's social care can access the same learning opportunities as others. Staff plan activities around the current topic so that children can connect their learning across all areas of the setting. Children enjoy revisiting a previous topic around life cycles and growing, which helps to embed their learning. They water the vegetables growing in their garden and show curiosity about how their food is grown. Children talk excitedly about the carrots they planted and why they need water to grow. Staff offer children varied experiences, including trying different foods, going out to visit the library, visiting an old people's home, and inviting visitors, such as a midwife, to come and talk about their jobs. This has helped the children to learn about their local community while developing their social skills and confidence.

Staff extend children's learning well during adult-led activities. However, at times, staff interactions with children during free play are limited. They sometimes ask closed questions and do not extend children's learning as much as they could. Leaders have identified mathematics as an area of curriculum focus. They have started to put measures in place for this, and the consistency of mathematical interactions in the setting is starting to improve.

Achievement: Expected standard

Children make good progress from their starting points across the curriculum, particularly in communication and language. They develop the listening and attention skills they will need for their next stage of learning through carefully chosen books matched to their ages and stages of development. Children build knowledge and skills across all areas of learning through well-planned activities indoors and outdoors. During snack time, children have the opportunity to cut their own fruit with adult supervision. Following on from this, children use real food and child-safe knives in the role-play area and mud kitchen. This allows them to risk assess their own play, explore different textures and refine their fine motor skills. All children, including those with special educational needs and/or disabilities or those who may face other barriers to learning, are supported to achieve their next steps. However, staff do not consistently recognise opportunities to introduce and extend mathematical language during children's play. As a result, children do not make as much progress in this area as they could.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff create a calm, welcoming environment in which children thrive. Staff know and understand their roles and responsibilities and work together as a team. They have the same high expectations for all children and support them effectively according to their individual needs. Staff use strategies such as visual prompts, which enable children to follow the setting's rules and routines.

Leaders are reflective and actively seek ways to improve the experiences for children. Staff know children well and give them opportunities to challenge themselves, offering support only when it is needed. This encourages children's confidence, resilience and ability to resolve issues. These skills can be seen throughout the children's play. Staff are excellent role models for children. They communicate calmly with kindness and respect. These values are reflected in the children, who work together to solve problems and help one another. For example, children use a sand timer to help them take turns and share toys fairly. Staff play and laugh with the children. They join in with singing and dancing and provide nurture when it is needed. Children learn about their emotions, and staff support them to think about their impact on other people and the environment. Staff work closely with parents to ensure they understand the importance of punctuality and regular attendance.

Children's welfare and wellbeing: Strong standard

Staff are highly responsive to the needs of all children, including those who face barriers to learning and wellbeing. They work closely with parents and external agencies to ensure children receive the right help at the right time. Children form warm, trusting relationships with staff and key people. As a result, children feel safe and secure and have a sense of belonging. For example, staff take time to sit and read stories to children who are missing their parents. A child who is not yet as confident as their peers enjoys helping their key person during snack time and happily pours drinks for their friends. Staff refresh activities between sessions, keeping children curious, engaged and motivated to learn throughout the day.

Parents report that their children settle in quickly and establish good relationships with the staff. These secure relationships give children the confidence to explore, play and learn. Leaders prioritise children's safety and wellbeing. They review policies regularly and ensure that staff follow them consistently. Children learn about the importance of self-care, including healthy eating, hygiene and dental health. Safe eating practices are embedded, and staff are fully aware of how to keep children safe when sleeping. Children benefit from sports sessions with an external coach. Staff report that these have had a positive impact on children's gross motor skills, as well as teaching children how to keep their bodies healthy. Staff model labelling their emotions during group activities and encourage children to think about how they are feeling. Staff use these strategies sensitively during play to support children to manage their emotions and develop positive relationships with their peers.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development. They use assessments to notice areas of weakness in their curriculum and are proactive in taking steps to improve these areas. For example, leaders work with the primary school to provide training for their staff and plan to introduce a new maths programme to improve the quality of teaching. Leaders provide mentoring during staff meetings and appraisals and have also introduced peer-on-peer observations.

Staff feel valued and well supported. They speak positively about working at the setting and say that leaders care about their wellbeing. Leaders provide a calm space where staff can take breaks and complete work during the day, helping to reduce the need to take work home.

Leaders respond well to the changing needs of families. They work closely with parents to secure the best outcomes for children, including those with special educational needs and/or disabilities and those known or previously known to children's social care. Staff communicate through an online app, sharing updates about children's learning and development. However, not all parents have enough clarity about their children's next steps to enable them to work in partnership with the setting when supporting their children's learning at home.

During the inspection, leaders took immediate steps to strengthen their procedures for notifying Ofsted of significant events. This ensures that they will continue to meet the requirements of their registration in future. Leaders respond well when there are events, identifying measures to improve robust safety practices already in place even further.