Cedartree Preschool

Inclusion: Expected standard

The leaders and staff have implemented focused tracking and monitoring of children's development. This helps them to promptly identify any children who may require additional support. The staff have in place clear strategies to enable them to provide focused assistance where it is needed. This helps to close gaps and ensure that each child achieves their full potential. The leaders recognise the importance of ensuring that staff have the skills to support children with special educational needs and/or disabilities. For example, some staff have completed specialised language support training. This enables them to deliver interventions effectively to enhance children's communication and language skills. The leaders have high expectations for every child and collaborate closely with parents and professionals. This helps to ensure that children and families receive any support essential to promoting learning and wellbeing.

Curriculum and teaching: Expected standard

Staff plan a well-sequenced curriculum effectively to support children's learning. For example, they share stories and lead role-play activities about a mouse walking through the deep, dark wood. Staff skilfully use these activities to encourage children to predict which animal the mouse will meet next. The leaders are committed to offering quality experiences for all children and regularly review the activities on offer. For instance, they support staff to recognise how to incorporate mathematical language into children's daily activities, such as counting and looking at shapes. This helps staff to develop and improve the curriculum.

The children participate in a variety of adult-led activities. Staff skilfully incorporate children's interests and next steps into daily plans. For example, children walk along beams as they practise balancing and develop their physical skills. Staff make effective use of praise to motivate children to have a go and take on new challenges.

Staff promote children's communication and language development well. They place a high emphasis on expanding children's vocabulary. For example, staff use repetition and commentary to name the foods and describe what they are doing as they have a picnic with the children. However, at times, staff ask too many questions and do not always give children enough time to think and respond, which may limit opportunities for children to further develop their language skills.

Achievement: Expected standard

Children are keen to engage in a range of experiences to help develop their knowledge and skills. For example, the children are fascinated by the words 'zig zag' and joyfully practise saying the word as they count the pom-poms zig and zag down the frame. The children are extending their vocabulary as they engage in mathematical activities. Staff monitor children's progress and skilfully expand on their interests. For instance, the children practise their hand-eye coordination as they use crayons to make zig-zag patterns on the paper. Children are busy and eager to investigate the engaging environment.

All children, including those with special educational needs and/or disabilities, are encouraged to persevere with activities. This helps to ensure that they make the progress they are capable of. However, occasionally, staff introduce activities focusing on school readiness that may be too challenging and not suitable for the children's current level of development.

Behaviour, attitudes and establishing routines: Expected standard

Children demonstrate positive behaviour and get on well with staff. The staff know the children and are good role models. For instance, they encourage the children to share and take turns as they look at the different tools in the box. The staff work closely with parents to make sure they are up to date with the children's care routine. For instance, they check how long parents would like their child to sleep for during the day. The leaders work with parents to build positive, trusting relationships. Families appreciate the exchange of information in relation to children's progress and daily updates on activities they have engaged in to support home learning.

The leaders understand the importance of punctuality and attendance in supporting children's routines. They work closely with parents to ensure that they put in place individual plans for the children. This helps to ensure that the children receive the support they need to succeed and feel valued within the setting. The staff provide the children with a positive environment where the children are eager to investigate as they make informed choices in their play. Children are confident and know the routines of the day.

Children's welfare and wellbeing: Strong standard

The staff consistently reflect on the needs of the children and use this information to plan a highly effective, nurturing environment where children gain a sense of belonging. The leaders are fully aware of the important role outside play has on children's development. The staff make sure that children have daily opportunities to go outdoors to exercise. For instance, they walk to the park to use large play equipment to develop their muscle strength.

Staff have high expectations for all children and recognise the importance of teaching children about their emotions. For instance, they make use of items such as picture cards to support children in communicating how they are feeling. This supports children as they learn to regulate their emotions and interact with peers.

Children are taught how to make healthy choices to help maintain their own wellbeing. They learn the importance of cleaning their hands. For example. staff use picture boards to remind children about the steps of washing hands. They talk to the children about why they need to wash away the germs. Staff encourage the children to be independent, especially during mealtimes. They sit with the children while they eat, supporting them in trying new foods and encouraging them to feed themselves. The way in which staff meticulously follow children's individual care routines ensures that children gain a sense of self as they develop their physical and emotional wellbeing.

Leadership and governance: Expected standard

The leaders have addressed all actions and recommendations from the previous inspection and are committed to improving the service provided. They recognise the strengths and areas for development within the setting and is working with the staff and external agencies to develop the setting. The leaders recognise the importance of having well-trained staff and are focused on helping staff develop their knowledge and skills. For instance, staff complete online curriculum and safeguarding training to help ensure that they provide high-quality teaching experiences for all children. The staff comment that they feel valued, and all state that the leaders support their wellbeing and offer them time to complete training. The leaders engage with parents and have implemented an online monitoring system to help keep them informed about their child's development.

The leaders value feedback from other professionals, such as school Reception teachers, to support in preparing children for the next stage of their lives. However, the leaders do not always relay feedback to staff effectively. As a result, staff are not always fully aware of what they need to incorporate into the curriculum throughout the year to support readiness for school.