Dulwich Village Pre-School

Inclusion: Strong standard

Staff act swiftly to identify children with special educational needs and/or disabilities. They work very effectively in partnership with parents and relevant professionals to devise and implement targeted strategies to reflect children's unique needs. For example, a tent provided as a calming area has been successful as a quiet space for children to think. Equally effective has been the use of a bell to signal snack time. Leaders work closely with staff to write and implement individual education plans. They monitor children's development against the outcomes set to assess the impact. Children who speak English as an additional language are supported with words in their home language. Staff seek support from parents to learn keywords. These provide familiarity and lead children to feel included. Staff consistently introduce language through conversation. All children experience the same opportunities for learning. Staff adapt activities. For example, older children skilfully cut strips of wrapping paper to make chains. Younger children snip and glue the strips together.

Curriculum and teaching: Expected standard

Leaders are ambitious for all children in their setting. They are focused on what they want children to learn, such as independence and becoming good communicators. Staff provide activities that meet all areas of learning. For example, children model and create with play dough as they make gingerbread figures. Staff demonstrate how to roll balls. They introduce mathematical language, and encourage children to count out the buttons they make to place on the figure. Children discuss the story of the gingerbread man that they had read the previous day and recite the repeated phrase.

Staff engage children in conversation. They talk to them about their creations, using language of texture, size and shape. Staff know children well. They ensure everyone is included by directing parts of the conversation to each individual. This supports children's social skills as they are all involved. Children with special educational needs and/or disabilities receive the same opportunities. Staff encourage all children to try new things. However, they are not always sure how planned activities link to individual children's next steps.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities and English as an additional language, progress well. They develop effective communication skills, engaging in lively conversations and learning new words and facts as they play. For example, when they build a long train they learn that there is a driver's cab at either end because it cannot turn around on tracks. Children enjoy sharing their experiences of travelling on trains, confidently responding to staff questions. Staff plan exciting activities that capture the children's interests, such as making Christmas decorations. Partnerships with external providers such as musicians and rugby coaches, enhance the children's experiences. However, staff are less sure of the intent for group activities.

Children focus well on activities and use knowledge they have gained over time to consolidate and connect what they have learned. For example, when mixing paints to make the colour they want, children know that combining blue and yellow paint will make green. Children's show pride in their achievements and these are celebrated by staff, such as when children point to the number 10 when setting the hands on a clock.

Gaps in children's learning close quickly and they are well prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have developed a routine that helps children to feel safe. Staff introduce prompts to help children to understand what is happening next. For example, they sing a familiar song to indicate washing hands for mealtimes. Leaders and staff have worked on creating an environment of stability for all children. Consistent strategies help children with special educational needs and/or disabilities to manage the transitions through the day. Staff are positive role models. They continually praise children's efforts, such as commenting on children's artwork saying, 'That's amazing' and 'You have really worked hard.'

Children are kind to others. They share resources and play harmoniously. Children work collaboratively together to achieve tasks. For example, they use large wooden blocks and planks to build a balancing trail. Children learn to take managed risks. They are confident in the company of staff. Staff join in children's play. For example, they sit at the table in the play house and pretend to order food. Leaders appreciate the busy lives families lead. They work in partnership with parents to promote punctuality and attendance.

Children's welfare and wellbeing: Expected standard

All children have an understanding of the boundaries and expectations within the setting. For example, they line up while waiting for an adult before they go outside. Mealtimes are a social occasion and staff encourage children to understand the importance of healthy eating. Children talk to staff about their choice of fruit, confidently using tongs to serve themselves. Staff sit with children while they eat, supervising them appropriately to minimise the risk of choking.

Children are encouraged to manage their own personal hygiene. Leaders and staff work in partnership with parents to support potty training. Children with special educational needs and/or disabilities build secure attachments with their key person and other staff. For example, they excitedly share a book brought from home and ask for it to be read at story time. Staff identify children's personal social development through their increased confidence. Children who speak English as an additional language develop in line with their peers. Staff encourage children to pause when conflict arises. This has been successful in supporting children to understand their emotions and seek help from staff.

Leadership and governance: Expected standard

Leaders are extremely passionate about ensuring their setting provides the best opportunities to all children. They reflect and self-evaluate their practice and the progress children are making. For example, they have effective arrangements to monitor children's progress and identify any gaps in learning. Leaders act on advice and make changes to ensure their setting is meeting all requirements. Leaders and staff work hard to meet the needs of all children. Staff know the children well. They act promptly to ensure children with special educational needs and/or disabilities, those who speak English as additional language and disadvantaged children reach the expected development outcomes.

Leaders identify staff training requirements. For example, key staff have recently attended additional training to support their individual roles. New staff take part in mandatory training, such as safeguarding and paediatric first aid. Staff feel supported. Leaders are conscious of staff's workload and their wellbeing. They provide time for them to complete tasks. Leaders do not hold regular appraisals. Therefore, staff are not always supported to reflect on their practice.