East Hanningfield Pre-school

Inclusion: Needs attention

Leaders and staff understand their responsibility to support children with special educational needs and/or disabilities. They use a graduated approach to assess children's needs, plan support and review the impact of that support. Staff use observations and family information to develop a clear understanding of each child's needs, supported by one-page profiles. Leaders and staff follow effective assessment guidelines, which contributes to the identification and support needed. Leaders and staff have begun creating emotionally supportive spaces, such as a cosy book corner where children can read. They have recognised the need to review and further develop this area to better assist children who need additional emotional support.

Leaders and staff have a secure understanding of each child's needs and, in the main, act promptly to identify and address barriers to learning. However, the absence of communication with the other settings working with children represents a gap that does not support accurate assessment and continuity of provision. This compromises children's progress and emotional wellbeing. The use of early years pupil premium funding is purposeful and well monitored, with leaders working closely with key persons to help close developmental gaps. Inclusive practices embedded across the setting ensure that every child receives sound experiences that help to promote their engagement, confidence and progress.

Staff have close partnerships with parents, who say their children are happy to attend the pre-school and praise the staff for their caring and approachable nature. The regular feedback from staff about their children's development provides parents with information about their children's care needs and the activities they have taken part in each day.

Curriculum and teaching: Needs attention

Leaders and staff have designed a curriculum that includes all areas of learning. However, teaching is not consistent enough to ensure that all children make good progress. For example, during group activities, adults ask questions but do not always give children enough time to think and respond. Children are sometimes interrupted before they can share their ideas. This limits their opportunities to process information, develop their thinking and show what they know and understand.

Staff promote all children's communication and language skills. They encourage singing with actions and regularly share books to support early language development. Visual prompts help children make choices, building their confidence and communication skills. Staff listen attentively and use repetition to reinforce new vocabulary. Children are confident to take part in activities, such as mark making and using tools to make sandcastles in the sand. This helps them to develop their coordination and muscle control for early writing. Staff introduce early mathematics concepts through hands-on experiences, such as counting games, number rhymes, sorting activities and opportunities to explore shapes in the environment. For example, children work out how to join the magnetic shapes and then join all the shapes together to make a train.

Achievement: Needs attention

Children develop their communication and language skills well. They listen with interest to familiar stories, such as 'We're Going on a Bear Hunt', and join in with repeated phrases. They use actions and movement to retell parts of the story, showing enjoyment and understanding. Children of all ages build their listening and attention skills and remain focused for increasing periods of time. Children develop their physical skills effectively. They move their bodies in different ways with growing coordination and control. They show increasing dexterity when using tools and materials. For example, they join magnetic shapes together to build trains, demonstrating perseverance and problem-solving skills.

Children begin to develop important social skills. They learn to play alongside others, take turns and negotiate as they build and create together. However, some children do not consistently build on what they already know and can do. At times, they have fewer opportunities to practise skills independently or extend their learning further. As a result, not all children make the strong progress they are capable of, and some are not fully prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Needs attention

Overall, leaders and staff provide clear and consistent routines. Transitions are managed effectively by staff, helping children to feel safe and confident as they move between activities. Staff interactions are warm, nurturing and foster trusting relationships.

Leaders do not always respond appropriately when trying to help children understand and manage their own emotions and behaviour and the impact of their behaviours on others. This does not support children's emotional wellbeing or encourage children to behave appropriately towards others. Despite this, children demonstrate positive attitudes towards their learning and play. They engage positively in activities, showing sufficient levels of concentration and enthusiasm for their age. Staff encourage children to make their own choices about what to do next, promoting their independence. Children move confidently around the environment and follow the setting's routines. Staff use praise and encouragement to recognise children's efforts and achievements, helping to build their confidence and self-esteem. Children learn to follow simple instructions, such as tidying away toys at the end of the session.

Staff are kind and caring and respond to the children's emotional needs. Children interact politely with peers and adults. Staff actively support children in learning to take turns and play together. This fosters positive social skills, a sense of community and readiness for future learning. They offer children cuddles and comfort when they are upset or tired. Secure attendance procedures safeguard children's welfare and reinforce consistency. Children move freely and confidently in the setting, demonstrating independence and trust in routines.

Children's welfare and wellbeing: Needs attention

Overall, children's welfare is promoted well. Staff encourage children's independence through promoting toilet training and putting on their coats. However, during some routine activities, such as snack time, staff often complete tasks that some children are capable of doing themselves, such as pouring drinks and preparing snack. This limits children's opportunities to develop skills tailored to their individual learning needs. While children generally behave kindly towards one another, variable staff responses mean that opportunities to support children's emerging self-regulation skills are sometimes missed. Despite this, children arrive settled and ready to begin their day. Staff plan outdoor play to offer children fresh air and exercise, promoting their physical development and wellbeing.

On the whole, staff plan purposeful adult-led activities, such as exploring sensory materials, which enable all children to learn about the world around them and promote language development. Staff provide clear and consistent routines. Transitions are managed effectively by staff, helping children to feel safe and confident as they move between activities. Staff interactions are warm and nurturing, fostering trusting relationships.

Leadership and governance: Needs attention

The quality of teaching at the pre-school is inconsistent due to variations in staff practice and breaches of statutory requirements. Leaders failed to notify Ofsted of a significant event. However, through discussion they now demonstrate an understanding of how to manage concerns about staff practice appropriately, including liaison with the local authority designated officer. Leaders do not always identify weaknesses in teaching effectively, particularly where staff do not give children sufficient time to respond to questions or adapt activities to ensure all children make good progress from their starting points.

Although some training and supervision are provided, not all staff have received sufficient training to support children's individual developmental needs. This limits the overall quality of teaching. Despite this, staff report feeling supported through regular supervision, and team meetings help to promote a positive working environment.

Parents describe secure partnerships with leaders and staff, valuing regular written updates and daily conversations. Staff share detailed information about each child's learning needs and offer guidance on how learning can be supported at home. Leaders and staff also provide useful information about the local community and signpost families to additional support when needed.

Leaders work with some professionals to seek support for children, including those with special educational needs and or disabilities. However, at times they do not work in partnership with other providers where children attend. This does not promote a consistent approach to children's learning and development.

Leaders and staff do not consistently respond to children's behaviour in a way that supports their understanding of expectations or the impact of their actions on others. As a result, children's emotional wellbeing is not consistently promoted.