Curious Little Minds Preschool

Inclusion: Needs attention

There is a general inclusive culture. However, staff have yet to consistently implement the appropriate support that some children need. Leaders have an awareness of children's individual backgrounds and needs, such as those children who speak English as an additional language or with special educational needs and/or disabilities (SEND).

Staff work well with the families of children with SEND and those children who speak English as an additional language. They help to identify gaps in children's learning and development and work with outside professionals to plan some interventions for children. Leaders ensure that staff have received the appropriate training, which supports them in their practice and helps them in their confidence. Despite this, there are times when the delivery of the curriculum for children who face barriers to their learning can be inconsistent. For example, despite staff being able to identify children's individual needs, ineffective staff deployment means that some children do not always receive the correct responses and play opportunities.

Leaders use additional funding to provide more targeted support for some children, such as building an outside shelter for children who prefer to play and learn outside. They purchase sensory resources to meet the emotional and unique learning needs of some children.

Curriculum and teaching: Needs attention

Teaching is variable, and not all staff have a sound understanding of how to implement the curriculum effectively to cater for the individual learning needs of all children. Teaching can be generalised and not always purposeful. This means that children's learning can sometimes be incidental and not always suited to each child's age and stage of development. For example, very young children and children with special educational needs and/or disabilities are often expected to follow the same routines as older, more capable children. Consequently, some children lose interest or do not understand what is expected of them. They wander around and do not always engage in purposeful play and activities.

The curriculum design covers all areas of learning, and children's general learning needs are met. Children are happy to arrive at the pre-school and keen to engage in a variety of experiences. Staff weave mathematics into routines, such as counting out cutlery and cups at snack time. They use language, such as 'more' and 'less', when children are playing with the sand in the garden. Children have regular opportunities to run around outside and balance on obstacles, which supports their physical skills. They use tweezers to support the small muscles in their hands.

Achievement: Needs attention

Although children enjoy attending the pre-school, they do not always make the progress from their starting points that they are capable of. However, children delight in the praise they receive when successfully reaching a goal, such as pulling up a zip for the first time. Children like to engage in conversations, which supports their emerging vocabulary and social skills. Children invite staff to join them in activities, such as when searching for toy dinosaurs hidden in the sand. However, these experiences can be inconsistent as there are times when staff are busy with routines, such as tidying or changing nappies, and do not effectively extend children's learning. This means that children can lack direction in their learning or do not have the opportunity to consistently build on their existing knowledge. This does not fully prepare children for the next stage in their learning, such as going to school.

Behaviour, attitudes and establishing routines: Needs attention

Staff deployment across the pre-school is inconsistent. This means that strategies and routines that are intended to meet children's individual needs are not implemented consistently or quickly enough. Children can occasionally disengage from their learning and play, which can have a negative impact on their behaviour.

Staff are kind and respectful and form warm bonds with children. They are positive role models and generally have high expectations for children's behaviour, such as taking turns and sharing toys. Staff offer praise and encouragement when children are considerate and kind to each other. This approach supports children's positive self-esteem and confidence. However, staff do not yet have the necessary skills to tackle unwanted behaviours, and this means that some negative actions are not swiftly or effectively challenged. Consequently, there are some children who do not learn the impact that their behaviour is having on others or face consequences for their actions.

Leaders work with parents and carers to promote positive attendance at the pre-school. They check the reason for any unexplained absence in order to support regular patterns of attendance. They provide information to parents, such as the link between positive future outcomes and regular attendance.

Children's welfare and wellbeing: Needs attention

Generally, staff support some transitions. However, there are times when some younger children and children with special educational needs and/or disabilities struggle to understand what is happening next. This can unsettle them and cause them to occasionally hit out at other children.

Staff are patient and kind. They ensure that children who become upset or unsettled are soothed and comforted. They offer cuddles, and children respond warmly toward them. Staff follow positive hygiene routines and teach children to be independent in their self-care, such as finding a tissue to blow their nose. Children demonstrate high levels of independence. They are eager to tidy away the toys that they have been playing with in anticipation of what will happen next.

Children are beginning to develop an awareness of their emotions, and staff use books and discussions to support this. Staff have a sound knowledge of children's dietary needs and the procedures that need to be followed for children who have allergies or medical needs. Staff ensure that routines, such as mealtimes, are used to develop children's awareness of healthy lifestyles. Overall, children demonstrate that they are happy and feel safe and secure in the pre-school.

Leadership and governance: Needs attention

Leaders are aware that some areas need improvement, such as increasing the knowledge of the staff team, and they take measures to address this through offering regular training. However, the most urgent areas for improvement have not yet been addressed, such as the balance of staffing so that the needs of all children can be met effectively. For example, there are some less-experienced members of staff who do not yet have the skills to fully ensure that all children's learning and development needs are met. This means that some children do not consistently receive the same level of learning as others. Leaders have not ensured that the knowledge staff gain from training is used in everyday practice at the pre-school.

Leaders work with outside agencies and parents and carers to support children's and family's needs. Parents feed back that they feel that staff know their children well. They mention that staff encourage regular attendance. Generally, the pre-school's recruitment procedures are robust. Any identified gaps in staff's suitability to work with children are swiftly addressed. For example, staff who have not yet been fully vetted are not allowed unsupervised contact with children.

Leaders plan supervision meetings to help staff manage their roles and ensure that their workloads are balanced. Staff feed back that they feel supported and enjoy coming to work. They receive regular meetings, which help them to reflect on their work. Staff who are working towards further qualifications are given appropriate time and support to achieve this.