Ducklings Bradwell Village

Inclusion: Expected standard

Leaders promptly identify children who need extra support by making timely referrals to relevant services, ensuring help is provided without delay. They collaborate closely with specialist advisors, such as health professionals and the communication and interaction team. This enables staff to implement targeted strategies from external agencies, enhancing support for children with additional needs.

Leaders act decisively to reduce barriers to learning and use funding effectively for maximum impact. They ensure all children can access the provision by making suitable adaptations and offering well-chosen resources. Staff show a secure understanding of each child's needs, leading to positive outcomes and well-met needs across the pre-school. As a result, children benefit from an inclusive environment that supports their individual needs.

Staff use statutory and non-statutory guidance effectively to monitor children's progress and milestones. Their understanding of factors affecting learning enables accurate measurement and appropriate interventions. However, quieter children do not always participate in all activities, preferring solitary play and missing opportunities to deepen their learning.

Leaders ensure disadvantaged children receive targeted support to help them attend regularly, including assistance with meals, clothing and essential furniture. They work closely with families to promote attendance, demonstrating a commitment to equity and inclusion.

Curriculum and teaching: Expected standard

Leaders demonstrate a secure understanding of the curriculum and set clear goals for children's achievements. Leaders identify specific actions and areas to improve, which are clearly communicated to all staff. Staff contribute to a broad, balanced curriculum and share a common vision. Key people assess children's starting points and adjust activities to support individual progress.

Staff swiftly identify barriers to learning and adapt activities so that all children can take part. High-quality interactions extend children's language and understanding through thoughtful comments and questions. However, on occasion, children who require additional support do not always receive focused attention to further develop their language, communication and social skills.

Staff provide an environment where books are readily available, fostering a love of reading. Shared stories with props, a lending library and books linked to activities promote a positive reading culture. Children independently use books to enrich their play experiences.

Staff prioritise physical development effectively by offering a wide range of activities that help children to strengthen both their large and small muscles. Children develop hand strength through using play dough and drawing activities. They develop larger muscles by regularly using bikes and participating in large block assault courses. This well-rounded approach ensures children make strong progress in their physical development. Staff adapt equipment to ensure children with physical needs can join in fully and safely.

Mathematics is woven throughout the provision, resources and activities, supported by staff interactions. Children enthusiastically sing number songs and the days of the week, confidently recalling what comes next when prompted.

Staff nurture children's emotional development by creating a supportive environment and forming positive relationships. They encourage children to express their feelings, build resilience and develop self-confidence through purposeful activities. Children feel valued and secure, enabling them to thrive emotionally and socially.

Achievement: Expected standard

Children receive targeted support to make effective progress from their individual starting points, including those with special educational needs and/or disabilities. Staff provide additional help where necessary, enabling all children to work towards and achieve their developmental goals. A collaborative approach enables practitioners to work effectively as a team, ensuring that every child benefits from consistent and well-coordinated support throughout their learning journey.

Regular communication with parents ensures families are kept informed of their children's achievements and receive practical suggestions to support learning at home. For example, children confidently care for plants growing in the outdoor area, demonstrating responsibility and an understanding of how things grow. Parents are encouraged to build on these skills at home, with children helping to water plants or look after a family garden. As a result, children show pride in their abilities and develop key knowledge in areas such as language and social skills through real-life experiences. This collaborative approach strengthens the partnership between home and setting, promotes continuity in each child's development and ensures children are well-equipped for the next stage in their education.

Children confidently explore their surroundings, demonstrating curiosity and enthusiasm as they engage in a wide range of new experiences. They show independence in their learning, making choices and investigating resources with a positive attitude. Children maintain focus and listen attentively, sustaining concentration throughout activities. They actively participate in group singing, taking turns patiently with musical instruments, which reflects their ability to cooperate and respect others. These achievements highlight children's developing communication and social skills and their readiness for the next steps in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Children are happy and demonstrate high levels of engagement, actively choosing from a broad range of activities throughout the day. Leaders establish clear, consistent expectations for behaviour and promptly address minor disagreements to uphold a positive, harmonious atmosphere. Children consistently display positive attitudes towards their learning and towards one another. Staff reinforce these attitudes through well-established rules and routines.

Staff build positive and trusting relationships with children, laying the foundation for secure social skills within the setting. Staff openly praise children, which boosts their confidence and overall happiness. Children participate in games and activities that promote collaboration and encourage positive relationships.

Children show remarkable confidence and independence, nurtured through attentive staff guidance. They feel comfortable seeking help when needed, demonstrating a secure sense of self and resilience within the environment. Children approach learning with enthusiasm and curiosity, eagerly embracing new experiences. Their excitement is evident as they ask questions about the arrival of the bin collection truck, which sparks thoughtful discussions about recycling. This interaction illustrates their ability to recall previous learning and their eagerness to explore topics further, reflecting a positive attitude towards ongoing discovery and learning.

Staff actively promote attendance by guiding parents to access relevant support services. They provide additional assistance, ensuring that every child fully benefits from their pre-school experience.

Children's welfare and wellbeing: Strong standard

Leaders create a safe and welcoming environment, demonstrating a thorough understanding of each child's individual needs. Staff respond promptly to families' evolving needs and remain attentive to any challenges children may encounter, particularly when routines change. The welfare of children and their families is consistently placed at the forefront of practice, ensuring every child feels secure and valued.

Leaders regularly review and update policies and procedures to maintain their relevance and effectiveness. Staff embed structured routines throughout the setting, enabling all children, regardless of age, developmental stage or individual need, to understand and confidently follow them. This approach promotes consistency and supports children in navigating their daily experiences.

Leaders consistently promote healthy habits and practices, including sun safety and the safe use of electronic devices. Staff promote children's understanding of oral hygiene throughout the environment, supplementing learning with resources and visits from dental professionals. Mealtimes are organised as social occasions, where children display good manners, communicate politely and assist with clearing away. Each morning, children are offered a healthy fruit snack. Children are supported in developing independence with personal hygiene, such as washing their hands and using the toilet.

Leaders ensure that children have daily access to outdoor spaces and facilitate opportunities to engage with the local community, including visits to parks, bakeries, dentists, churches and schools.

Leadership and governance: Expected standard

Leaders demonstrate a secure understanding of the setting's strengths and areas for improvement. They identify specific actions and areas to improve, communicate them effectively to all staff and ensure there is a shared vision across the team. Leaders implement improvements promptly and efficiently, resulting in positive and measurable outcomes throughout the pre-school.

Leaders establish robust partnerships with parents, providing them with practical resources to enhance learning at home. They ensure families receive timely support from the local family centre. Leaders collaborate effectively with other settings to ensure completion of the 2-year checks. They strengthen parental engagement by providing a lending library and a parent information trolley, which promote book sharing and encourage active involvement.

Parents receive personalised guidance on internet safety, healthy eating, dental care and potty training, with additional resources available for families whose first language is not English. Leaders maintain clear communication by issuing weekly newsletters that include updates, reminders, learning and photos of children's activities, fostering ongoing parental engagement.

The nominated individual and area managers conduct regular supportive visits and supervision for leaders. Staff workloads remain manageable thanks to effective leadership support and successful teamwork. Staff consistently report feeling valued and supported, and they are passionate about their roles within the pre-school. Induction and training processes ensure staff are equipped to support each other, including specialised medical procedures.

Leaders act decisively to reduce barriers to learning and use funding effectively for maximum impact. They provide physical resources and make environmental enhancements to ensure children who need support with their physical development can access the provision safely. Staff personalise resources through consultation with parents, ensuring children benefit from an inclusive environment that supports their individual needs.