Creative Minds Preschool - Shoreham

Inclusion: Expected standard

Leaders and staff include all children, including those who face barriers to their learning and those with special educational needs and/or disabilities (SEND). They work alongside external agencies and parents to identify appropriate support. This ensures that children access an inclusive learning environment. The support provided is effective in reducing barriers to children's learning and/or wellbeing.

Leaders identify children's individual learning and developmental needs. They use additional funding to help close any gaps. They provide experiences that children may not otherwise benefit from, such as access to tricycles, bikes, a climbing frame, a mud kitchen, a large sandpit and a wide range of books. Leaders use early years pupil premium funding to provide additional resources to promote physical development opportunities.

Leaders and staff use a graduated approach to ensure that children have access to appropriate support from other professionals when required. Those with special educational needs coordinator responsibilities have recently completed a qualification to build on their existing knowledge and experience. This has had a positive impact on children with SEND. However, staff do not use early intervention techniques well enough, or consistently, to fully support children's communication and language development.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that meets the learning needs of all children. They have a clear understanding of what they want children to learn. Typically, the curriculum is taught well. However, on occasion, there is a lack of consistency in the approach used to support communication and language. While leaders have created a language-rich environment, with books available both indoors and outdoors, staff do not always allow sufficient time for children to process information or respond. As a result, children do not always have opportunities to ask questions or clarify their ideas.

Children's physical development is promoted effectively and is a strength. The garden environment has been enhanced to ensure that all children can develop their physical strength and coordination. Children are encouraged to play outdoors in all weathers. They enjoy making mud pies in the mud kitchen, taking appropriate risks when using the climbing frame and developing their physical skills when using the bikes.

Mathematics is explicitly taught through a range of play-based activities, such as sorting the small coloured bears. Children learn about capacity and size through discussion in play and through songs and stories. Children enjoy playing with bubbles and are encouraged by staff to see how big they can make them. When a bubble pops, they are supported to try again.

Achievement: Expected standard

Children develop and achieve as they access a curriculum that provides a secure foundation for their future learning. They access a range of play activities and interesting experiences designed to cover all areas of learning and development. All children, including those who are at risk of falling behind and those with special educational needs and/or disabilities, make progress from their individual starting points.

Children explore, investigate and are confident to try new things. They persevere when using a variety of tools while playing with play dough. Children listen to instructions and focus on tasks such as completing jigsaw puzzles. They develop a love of books as they spend time looking at the pages of a favourite story. They form secure relationships with staff and their peers. These experiences help to ensure that all children are suitably prepared for the next stage of their learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for children's behaviour and attitudes to learning. They care about the children and plan activities that support their interests. Parents comment positively on the effective communication from staff regarding their children's learning and next steps.

Staff are kind and nurturing towards the children, and this, in turn, is reflected in children's interactions with one another. For example, children share their enjoyment of books with each other. Leaders and staff create an environment of positive reinforcement and praise. Staff are quick to recognise when children need support and respond promptly to their needs. Leaders follow a clear process to monitor children's attendance and punctuality.

Children play games together and purposefully search for minibeasts. They focus on finding worms and ladybirds, demonstrating concentration even while other activities are taking place around them.

All staff know and understand children's individual needs. Typically, they support children well, including those who are disadvantaged, those with special educational needs and/or disabilities, those known or previously known to children's social care and those who may face other barriers to learning.

Children's welfare and wellbeing: Expected standard

Staff build secure bonds with all children through an effective key-person system. Parents comment positively on the warm and welcoming environment created by leaders and staff. Leaders have thoughtfully designed the nursery environment to ensure that children are able to rest and enjoy books in a cosy space, both indoors and outdoors. Children enjoy playing outside, where staff have considered the environment to promote opportunities for physical play. They confidently use tricycles and the climbing frame.

Leaders and staff promote an inclusive environment where the curriculum is an entitlement for all children. Staff are sensitive to children's needs, recognising when younger children need time to regulate and spend time with their key person to ensure that they feel safe, secure, stimulated and happy.

Children are sensitively supported to manage their personal needs, such as toileting. They understand the importance of washing their hands before eating and can do this independently. Mealtimes are calm, social occasions where staff support children and ensure that they are safe. Children enjoy a range of nutritious meals and snacks. Staff promote good manners by modelling 'please' and 'thank you', which children respond to and repeat.

Leaders ensure that information about screen time is shared with parents so that they can support their children to stay safe online.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development. They ensure that staff develop their knowledge and understanding to support them in their role. Training has been accessed about special educational needs and/or disabilities. However, there has not been sufficient time to embed this in practice so that it fully benefits children.

Leaders make appropriate decisions to ensure that all children, particularly those who face barriers to their learning and/or wellbeing, have their needs identified and met. Staff plan effectively for children's learning and development needs. Staff's teaching to support children's communication and language is sometimes inconsistent and overcomplicated.

Leaders know the staff team well. They understand the pressures staff face and have created a supportive environment for them. Staff report that they feel supported and enjoy working at the nursery. Leaders have recently completed mental health first-aid training as part of their commitment to supporting staff's ongoing wellbeing.

Partnerships with parents are effective, which has a positive impact on how information is shared about their child's learning and next steps. Leaders engage positively with parents and professionals in ways that enhance children's education and care. This includes supporting children and their families with transitions when joining the nursery and when moving on to a new setting or school.