Chavey Down Pre-School

Inclusion: Urgent improvement

Leaders do not ensure that staff have the knowledge and skills needed to effectively use what they know about individual children to support their learning. As a result, staff are not always able to identify when children may require additional support to keep them safe and promote their wellbeing. Consequently, support for disadvantaged children, those with special educational needs and/or disabilities, and those known to social care is ineffective.

Arrangements to support children's learning are more effective. Staff can identify when children are not meeting expected developmental milestones and are able to recognise delays in their learning. In addition, leaders and staff work with some external professionals to access further support for certain children. This includes working with the local authority and special educational needs advisers. At times, smaller adult-to-child ratios are provided for some children, which has a positive impact on their progress.

Overall, leaders sometimes use additional funding appropriately to help reduce some barriers to learning. For example, staff support children's engagement with stories by providing story sacks that families can borrow to take home. However, this approach is not applied consistently for all children who receive additional funding. As a result, not all children, particularly disadvantaged children, benefit from well-coordinated support that meets their individual needs.

Curriculum and teaching: Needs attention

The curriculum is in its infancy due to recent changes in management. Leaders are at an early stage of identifying the improvements needed in teaching and assessment. Although plans are in place to strengthen practice so that teaching consistently builds children's knowledge, skills and confidence, these plans are still developing. Staff do, however, regularly assess children's learning. They use developmental trackers to check whether children are meeting age-appropriate milestones. They also observe children and plan activities, which are usually based on what children enjoy.

Overall, teaching is variable, and this does not effectively support children's next steps in development. Staff do not consistently promote children's communication and language skills during play. Some staff give children enough time to respond to questions and introduce new vocabulary. For example, they enthusiastically encourage children to dig in the mud to find worms, snails and slugs, talking with them about what these creatures look like. However, other staff sit silently while children play around them, offering little interaction or engagement. As a result, some children become disengaged from learning.

Leaders and staff do not consistently keep up to date with children's changing circumstances. This limits their ability to help children achieve their full potential, especially for disadvantaged children, those with special educational needs and/or disabilities, and those known to social care. However, at times, staff manage this well for some children. For example, they support children to regulate their emotions during transitions by offering gentle encouragement and reassurance.

Achievement: Needs attention

The progress children make is variable. At times, children's learning is incidental rather than purposeful. Children identified as having speech and language delay do not have this area prioritised as a key focus of their learning. This affects the progress they make and limits their overall achievements. Children, including those with special educational needs and/or disabilities, and those who face other barriers to learning, generally enjoy the learning environment available to them. For example, children delight in rolling a dice and chatting together as they use their counting skills.

Children develop age-appropriate physical skills. For instance, they enjoy sticking bricks together by painting them with foam and brushes, which supports their developing small-muscle strength, dexterity and hand-eye coordination. In addition, children make good use of opportunities to practise control and coordination. For example, they jump excitedly as they attempt to throw beanbags into hoops and carry large crates in the garden.

Behaviour, attitudes and establishing routines: Needs attention

Leaders and staff do not implement fully effective strategies to help children learn the routines of the setting. When children are asked to tidy up, some willingly help to put toys and resources away. Weaknesses in teaching at group time and during bathroom routines mean that some children do not understand what staff expect of them, which leads to confusion and upset at these times of change in the daily routine.

Leaders and staff set age-appropriate expectations for children's behaviour. They respond positively and calmly to incidents of poor behaviour. For example, staff get down to children's level to explain why certain actions, such as running indoors, are not appropriate. As a result, children are learning some behaviour expectations and how to make positive choices.

At times, leaders understand the needs of children, including disadvantaged children and those with special educational needs and/or disabilities. For example, staff comfort children with cuddles and offer one-to-one support when needed. However, this is not consistently applied across the pre-school.

Children's welfare and wellbeing: Urgent improvement

There are significant weaknesses in the arrangements to promote children's welfare and wellbeing. Leaders and staff do not understand or follow the correct procedures needed to ensure children's safety. The arrangements for food and drink are not secure. Leaders and staff do not demonstrate a clear understanding of requirements, particularly regarding the management of allergies and intolerances. For example, staff are not aware of which children have allergies or how these should be managed. This does not support or protect children's health and wellbeing. Staff are, however, responsive to children's immediate care needs, recognising when they are hungry or require a nappy change.

Staff are not consistent in promoting children's emotional security. Leaders and staff do not always identify when the environment is hindering some children's learning and impacting their wellbeing. For instance, children at risk of speech and language delay struggle to hear during story time because of loud background noise. Routines do not consistently reflect or are not adapted to children's changing needs and circumstances. For instance, staff recognise that some children, including those with special educational needs and/or disabilities and those known to social care, do not enjoy group activities. However, they do not adapt these activities effectively to engage all children.

Overall, children have positive relationships with their key person. Staff know the children well, and children appear happy in their care. However, leaders and staff do not always support children's individual needs effectively.

Leadership and governance: Urgent improvement

Leaders do not fully understand their roles and responsibilities. They do not always make decisions that are in the best interests of children. This negatively affects children's outcomes overall, particularly for those with special educational needs and/or disabilities and those known to social care.

Leaders demonstrate limited capacity to prioritise and drive improvement. They acknowledge the need to strengthen the curriculum and improve staff interactions with children. However, actions taken so far have not been effective. Furthermore, although policies and procedures exist, they are not consistently followed. Leaders do not recognise that information relating to children's safety must be acted on swiftly. This compromises children's welfare and safety.

Leaders do not maintain thorough oversight of all aspects of the provision, leaving them unclear about the areas that require improvement. Although they carry out regular one-to-one meetings with staff, they do not ensure that staff receive the support they need to fully understand their roles and responsibilities. Staff participate in training, but leaders do not monitor its impact. As a result, leaders do not have an accurate understanding of weaknesses in staff practice, and teaching does not consistently improve.

Overall, leaders and staff maintain friendly relationships with parents. Staff share information about children's experiences at the setting. However, leaders do not follow required procedures when investigating and responding to complaints. Leaders demonstrate a willingness to make improvements and are working closely with the local authority to implement detailed action plans.