Daisychain Preschool The Wells

Inclusion: Strong standard

Leaders and staff ensure that there is a highly inclusive culture within the pre-school. Children's individual needs are identified early and they are supported effectively. Regular ongoing assessments and information gathered from parents enables staff to understand children's individual starting points. This helps them to provide a range of precisely tailored interventions and adaptations for those children who face barriers to their learning. This approach enables all children to have access to a high standard of learning. For example, staff use specific sensory spaces to help children regulate their emotions and maintain their engagement. Staff use targeted strategies, such as an enhanced ratio and one-to-one support, to effectively support children. Parents feedback that they feel extremely well supported and are grateful for the support that leaders provide to secure the best possible outcomes for their children.

Staff receive targeted training to meet children's individual needs. For example, staff receive training from outside specialists, such as nurses and occupational therapists. This coordinated support and effective use of additional funding further improves outcomes for disadvantaged children.

Curriculum and teaching: Expected standard

Leaders have designed a purposeful and well-balanced curriculum. This is central to meeting children's needs and interests, including those who face barriers to their learning. Staff know children and families well. They take the time to find out important information from parents, such as children's likes, dislikes and the routines at home. This helps to establish a good foundation for staff to complete their own baseline assessments. Staff are aware of children's existing knowledge and what they need to be learning next. This information is regularly shared with parents so that they can continue to support learning in the home environment.

Language and communication are typically well-supported throughout the pre-school. Children are encouraged to contribute to discussions and are asked for their thoughts and opinions. However, at times, staff have the tendency to ask questions in quick succession, without enabling children enough time to respond.

Mathematical development is well considered throughout the pre-school. Children enjoy pouring and filling containers. They count as they do so and staff expose them to new language, such as 'heavy', 'full' and 'less'. Children have opportunities for physical development through negotiating equipment, such as using the climbing frame, dancing and scissors to cut leaves. They begin to learn about their emotions and how to manage their feelings while staff work closely with all children to help them to recognise when they may become overwhelmed.

Achievement: Expected standard

All children, including children with special educational needs and/or disabilities, make steady progress from their starting points. Children's literacy development is well supported. Children demonstrate a clear love for books. They regularly look at books together, pointing out the characters and talking about what might happen next.

Children delight in exploring messy play activities, such as transporting water and making shapes with malleable dough. They take pride in their own achievements and staff praise them for their perseverance, for example, when they successfully pull up a zip for the first time.

Children are articulate and are becoming confident when talking in front of others. They are willing to ask for help when needed which prepares them well for the next stage in their education, such as school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have successfully established a clear, consistent and highly effective approach to behaviour and routines. They set high expectations that are applied throughout the setting. Children know the pre-school rules and are able to talk about being kind to each other and why this is important. They have a full awareness of the boundaries and the impact that their behaviour may have on others. They are learning to take turns and share toys which strongly supports their ability to make friends. Children who face barriers to their learning take part in small intervention groups that involve sharing with others. Staff are very sensitive to children who may find this difficult. Children are warmly acknowledged through praise when saying 'It's your turn next'.

Transitions are very well supported, and children always have a comprehensive understanding of what is about to happen next. For example, staff provide children with an announcement, prior to activities that are about to end, to tell children that it is time to tidy up. This gives children the chance to finish off activities without feeling rushed. This is particularly important for children who face barriers to their learning. Routines are explained clearly and children are kind and helpful, showing their eagerness to help tidy away the toys.

Staff are excellent role models. They are warm, gentle and respectful. This has a positive outcome on how children treat each other and their surroundings. Leaders work alongside families to help reduce barriers to attendance. As a result, children attend the pre-school regularly and on time.

Children's welfare and wellbeing: Expected standard

Children settle quickly into the pre-school routines. Staff work hard to form strong bonds with children which helps children to feel safe and secure. They respond very sensitively to children's individual needs and make effective adaptations when needed, such as for children with special educational needs and/or disabilities. Children are confident and sufficiently settled to seek comfort from a familiar adult. Staff are warm, gentle and tactile while offering children reassurance and cuddles when needed.

Staff are vigilant and consistently apply the pre-school's stringent safer-eating and sleeping protocol. This helps to ensure children's safety throughout their time at the nursery. Key-person arrangements work well. Leaders ensure that all staff know children and their families well.

Children are well supported to develop healthy habits for the future. They are beginning to understand how to take care of themselves. For example, children help staff to complete outside risk checklists. They know that they must walk and not run across the pre-school room. Children enjoy oral-hygiene activities, which teach them the importance of regular brushing of teeth and why this is important. However, although leaders do provide a newsletter to families, they have identified that they do not consistently share information with parents on topics such as oral health and internet safety. This means that some families do not always have access to further information to support children's wellbeing at home.

Leadership and governance: Expected standard

Leaders typically have a clear understanding of the pre-school's areas for development and their strengths. They follow stringent recruitment procedures and staff are provided with continuous opportunities for professional development. Leaders work closely with staff who feedback that they are a strong team, work very well together and that they enjoy working at the pre-school. Staff feel valued and well supported to fulfil their roles.

Leaders regularly work with outside professionals to ensure timely support for children who face barriers to their learning. This ensures that all children receive the targeted support they need to meet their individual needs. Leaders work with local schools and other settings that children may attend. This helps with the continuity of education and care between the settings and children's future schools.

Attendance and punctuality are effective at the pre-school and leaders work hard to help parents to understand the link between regular attendance and future positive outcomes. Parents offer extremely positive feedback about their children's experiences at the pre-school. They comment on how approachable and hardworking leaders are and that they often go above and beyond to ensure that families are welcomed.