Deepdale Pre School

Inclusion: Strong standard

Leaders have a thoroughly considered and consistent approach to identifying and supporting all children, including those who face barriers to their learning. They act swiftly when concerns arise and the whole staff team works proactively with other professionals.

Staff support children with special educational needs and/or disabilities (SEND) extremely well. They engage purposefully and successfully with speech and language therapists to embed targeted strategies that strengthen communication and language development. They embed specialist advice into everyday routines and interactions, using approaches such as modelling language, visual supports and structured turn-taking to encourage children to communicate confidently.

Children known or previously known to social care are fully included in the nursery. Leaders ensure staff build positive relationships with carers and engage confidently with outside services. Staff know these children extremely well, supporting their emotional development and self-regulation.

Leaders systematically review and analyse the effectiveness and impact of practice, including the use of additional funding, such as Early Years Pupil Premium or SEND inclusion funding. They review interventions regularly and prioritise specialist training for staff, ensuring strategies are applied consistently. As a result, children with SEND and those known to social care overcome barriers to their learning, demonstrate positive behaviours and are happy and settled in the setting.

Curriculum and teaching: Expected standard

Leaders oversee an effective curriculum for all children, including those with special educational needs and/or disabilities (SEND) and those known (or previously known) to children's social care. Staff know children well and understand what children need to learn next. They differentiate activities by introducing language carefully, for example talking about compacting the sand with older children and squashing the sand with younger children. As such, children's communication and language develop steadily over time. Overall, staff respond to children's needs, scaffolding learning through sensitive and targeted interactions. Typically, these interactions support children's learning, with staff using appropriate teaching strategies. However, there are times when staff rely too heavily on following children's interests rather than also applying intentional teaching. As a result, certain interactions and activities do not always achieve the desired level of consistency or effectiveness in supporting children's learning and development.

Children with SEND receive specific interventions that really support their communication and language. Parents speak positively about the support provided and describe the progress their children make. A love of learning develops through a language-rich environment and opportunities to enjoy stories and songs. Staff use mealtimes as a meaningful learning opportunity, extending mathematical language at snack time and using lunch to develop children's social skills.

Achievement: Expected standard

Children progress well across all areas of learning as they are supported by adults who know them well and help them at their individual stages of development.

Children show increasing confidence and clear communication and language skills through daily routines. They greet each other with songs and clapping, sharing who is present and expressing how they feel. These activities support social and emotional development, language skills and a sense of belonging. When singing the days of the week and discussing the date, month and weather, children show they are building early mathematical concepts and knowledge of the world around them.

Children with special educational needs and/or disabilities and those known (or previously known) to children's social care make progress from their starting points. All children receive the support they need to fully access the provision and work towards developmental goals. Children are generally well prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

There are high expectations set on behaviour in the setting. Staff apply these appropriately, so children understand what they need to do. Children treat each other with kindness and respect, using manners at the snack table and sharing toys they bring from home. Leaders engage positively with parents to promote punctuality and attendance, for example supporting parents to access their full entitlement to additional funding.

A love of learning is encouraged with lots of opportunities to access purposeful resources and activities independently. Children show sustained focus and concentration that is appropriate for their age. They play games collaboratively, supported by a culture of praise that values children's uniqueness and celebrates their achievements.

Outside, children play confidently, sharing resources, playing games with one another and making marks. They have opportunities to explore and experiment with different textures and materials. Staff promote positive values of kindness and respect, so children know what is expected of them. As a result, the environment supports children to remain focused on meaningful play and learning.

Children's welfare and wellbeing: Expected standard

Leaders embed policies and procedures that support children's welfare and wellbeing. Staff use an effective key-person system, which enables them to form positive relationships with children and carers. This helps ensure children's needs are met, including those with special educational needs and/or disabilities and those known (or previously known) to children's social care. As a result, children develop increasing confidence and independence, for example, when going on walks in the community and during self-care routines, such as handwashing and clearing away after snack time.

Staff foster a sense of belonging within the setting. Parents describe how the calm environment supports children's emotional regulation. They value the positive relationships staff build with children and families and how routines support children's development. Parents highlight how the setting makes learning fun and engaging, which helps children to enjoy attending the pre-school and spending time with their friends.

Leadership and governance: Expected standard

Leaders accurately evaluate the setting's strengths and areas for improvement. There is a clear vision for the setting and a strategy in place to achieve this, for example, by working towards developing the outdoor provision. Leaders show good self-reflection, giving careful consideration to what is in the best interests of all children, including those who face barriers to learning and/or wellbeing. Where necessary, they adapt their practice. For example, they have recently revised their approach to observation, assessment and planning and adjusted routines in the setting.

There is positive consideration of staff's wellbeing and workload. Staff feel valued, and there is a culture of collaboration that fosters continuous improvement. This is supported by formal and informal strategies to improve practice, such as peer observation and supervision. As a result, staff feel well equipped to carry out their roles. However, this would be strengthened by further developing staff's knowledge and understanding of child development and how their teaching best supports children in the setting.