Cootham Pre-School

Inclusion: Strong standard

Children with special educational needs and/or disabilities (SEND) are supported extremely well. Staff work in partnership with parents and other professionals to meet children's individual health and learning needs. Leaders act with integrity in using the funding the pre-school receives. For example, additional equipment is sourced to ensure children can join in activities, such as adaptable scooters and step stools. Leaders go above and beyond to provide a flexible and inclusive service to all families, ensuring that no child is made to feel different or unable to access the experiences on offer. This helps to ensure that all children receive the relevant support and interventions to help them to make progress.

Parents comment on the additional support their children have received, particularly children with SEND. They truly appreciate how confident their children become and how thoroughly prepared for school they are.

Leaders invest in staff development. Staff have access to a wide range of training, including working with children with SEND and children who speak English as an additional language. They share learning with colleagues and apply new strategies, such as using Makaton, to support children effectively.

Curriculum and teaching: Expected standard

Leaders and staff organise a curriculum focused on developing children's independence, social and physical skills. For instance, outside, children explore ice, breaking it with hammers and describing how it feels. Staff help children to build on their vocabulary. For example, they introduce descriptive words, such as 'freezing' and 'chilly', when children hold the ice. Where children speak more than one language, staff support them effectively to understand key words in English. Staff provide opportunities to support children's communication. Leaders ensure that children have free-flow access between the indoor and outdoor spaces. This supports children who prefer to learn outside.

Staff follow children's interests and provide plenty of opportunities for children to explore freely and lead their own learning. However, at times, the planning of the curriculum is less consistent. For example, staff do not consider what it is they want children to learn before they plan some activities. This means that, at times, learning does not build progressively on prior knowledge and skills.

Achievement: Expected standard

Children benefit from a range of learning opportunities that enable them to become capable and confident individuals, with a 'can-do' attitude to learning. Children are supported to prepare for their transition to school as any gaps in their development are identified and acted on swiftly. Children show developing attention and listening skills during adult-led activities. They enjoy listening to stories and joining in with songs and rhymes. Children have many opportunities to develop the muscles needed for later writing. For example, they enjoy squishing pipettes to drop coloured milk into a tray of oil and observing the patterns it creates. This helps to develop the small muscles in their hands. Children are encouraged to be independent. They show increasing concentration as they carefully pour their own milk at snack time. Children develop physical skills and confidence through a range of activities. They access climbing equipment, indoors and outdoors, learning to balance, coordinate and judge risks safely.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well due to staff's clear expectations and consistent approach. They play kindly with their friends and show care for one another, developing strong relationships built on trust. Through play and staff's modelling, children learn to share, take turns and cooperate with others. Children listen carefully to one another and to adults, contributing their own ideas and recognising that their voices and feelings are valued in the group.

Children arrive at the pre-school at different times. This can cause some children to feel unsettled as they enter the busy room. Staff support children to hang up their own coats and bags when they arrive and move into activities that are available for them to choose from.

Children know the daily routines of the pre-school and understand the expectations of when to tidy toys away. However, at times, children leave their belongings for staff to organise and put away, and staff do not support them to follow the expectations that they will clear their own things away.

Children's welfare and wellbeing: Strong standard

Staff support children to take controlled risks, which builds resilience and coordination. They continuously assess and manage potential hazards when playing outside. When children are climbing on the indoor obstacle course, mats are positioned to ensure safe landings. These approaches help children to build strength, balance and confidence, while developing an understanding of risk and how to keep themselves safe.

Staff create very strong attachments with children. Children confidently explore the pre-school, returning to their key person when they need reassurance or emotional support. The voices of the children are at the heart of this provision. Staff care deeply about the children and their individual needs and ensure their voices are listened to.

Children are independent. They use the bathroom and wash their hands competently. Staff teach children to have a go and do things for themselves. Children contribute to group circle times by choosing their favourite songs and joining in enthusiastically. Staff often praise children for their contributions. They give children the confidence to encourage one another when they are unsure of the answers. Children develop resilience and learn from making mistakes in a safe environment.

Leadership and governance: Expected standard

Leaders are committed to providing an appropriate standard of care and education for children in the local community. The pre-school has been running for many years, and parents speak fondly about the personalised support they receive. Leaders value their staff and place a strong focus on their well-being. A programme of training, supervision sessions and an open-door policy for any concerns support all staff to achieve their full potential. Staff say they feel supported and work tirelessly to ensure that the pre-school continues to meet the needs of the children and the community it serves. Staff feel valued and are happy, which supports children's development.

Staff develop their knowledge and skills through a wide range of carefully chosen training. Statutory requirements, such as paediatric first aid and safeguarding courses, are prioritised, alongside ongoing professional development linked to the curriculum. Training reflects the needs of children and families, enabling staff to deliver consistent, informed practice. Staff exchange information at the start and end of sessions and share what they have learned in training. New staff have benefited from a thorough induction period, and they understand their roles and responsibilities well.