Edencherries Pre School

Inclusion: Needs attention

Leaders understand their responsibility to support children with special educational needs and/or disabilities. Leaders correctly identify children who need additional support to access the curriculum. On occasion, strategies used to support their needs are not fully understood. This means that children are not always getting the support they need to make progress.

Leaders engage with external agencies and work closely with the educational psychologist. They create individual plans for children to support their learning. Staff participate in regular training however, the impact of this training is not always evident in the quality of the teaching and learning. This means that children do not always get the support they need.

Leaders support disadvantaged children. They offer flexibility to ensure all children can access their provision. For example, if families struggle to bring their child to nursery, they are offered additional support such as home collection. This then helps to reduce gaps in children's education. They promote the importance of regular attendance, building crucial habits for the future.

Curriculum and teaching: Needs attention

Although leaders have a secure understanding of how their curriculum improves outcomes for all children, they do not have full oversight of how the curriculum is implemented across the nursery. As a result, the quality of teaching and learning fluctuates. Staff do not always use the correct verbs to describe an action or the correct nouns to label an object. This leads to children not hearing the correct vocabulary to support their learning. At times, children get the chance to participate in some story-telling sessions, but their exposure to a language-rich environment is inconsistent.

Leaders work hard to support staff to identify children's individual needs. Although these needs are correctly identified, not all children, especially those with special educational needs and or disabilities, have appropriate measures put in place to reduce these barriers. This means that not all children are making sufficient progress from their starting points. Some children with barriers to their language and communication are not always given opportunities to express themselves. Similarly, staff do not always use effective ways to communicate with children so that they are understood.

Typically, children's physical development is well supported. Children are given the space and the time to develop their emerging skills. Staff support children to build on what they know and model the key skills children need to learn. During a dancing activity, children explore jumping, hopping, skipping and spinning. Children excitedly demonstrated the moves. Staff observe their movements and encourage children to try different ways of moving. Some staff provide explicit praise. This supports children to understand what they are doing well.

Children enjoy some sensory experiences. They spend time pouring and filling using sand and water. Staff play alongside the children generally supporting them in their play.

Achievement: Needs attention

Generally, children achieve from their starting points in some areas of learning such as their personal, social and emotional development and physical development. Children are typically supported to develop warm, positive relationships. They learn about how to keep their teeth clean and what healthy foods are. During a tooth-brushing activity, staff demonstrate how to brush our teeth and why. Children delight in applying the toothpaste. They join staff by saying, 'We need to get rid of the germs!'

Children enjoy exploring the nursery and have the motivation and confidence to try new things. At times, they display high levels of concentration and perseverance. During a water-play activity, children spent extended periods of time using the tweezers to fish the miniature animals out of the containers. As a result, children generally develop resilience when facing a new task.

Behaviour, attitudes and establishing routines: Needs attention

Although leaders understand the importance of effective routines, weaknesses in the establishment of these mean that children have to wait for long periods throughout the day. This has a negative impact on their wellbeing, especially for those with special educational needs and/or disabilities.

A key-person system is in place. Staff know and understand the importance of secure attachments. This supports children to feel comfortable in the nursery. Children settle quickly when they first attend. Parents and carers confirm that children enjoy coming to nursery. Staff teach children the importance of treating others with kindness. On occasion, they explain the impact children's behaviour has on others. This supports children to understand their actions.

Generally, children are well behaved. On occasion, staff clearly demonstrate the expectations for behaviour. They model expected behaviours and support children to follow the rules and keep themselves safe. When children were running inside, staff intervene and model suitable behaviour, taking into consideration the developmental age of the children. Typically, children have a positive attitude towards learning. Leaders act as effective role models, demonstrating excitement and encouraging perseverance. This supports children to keep trying and take risks in their play.

Children's welfare and wellbeing: Needs attention

Although leaders implement risk assessments, these are not rigorously followed. In the shared garden area, children are exposed to inappropriate equipment which could cause a risk of harm. Measures are in place to prevent this, however, these are not consistently followed.

Supporting children's independence is variable. Some children are encouraged to find their own shoes and put them on by themselves whilst others are not. Similarly inconsistent approaches for children taking off and putting away their own apron are present. This does not support children to take ownership of their personal care needs and promote children's independence.

Safe-eating practices are followed. Children receive a healthy, balanced meal cooked onsite. Leaders are aware of children's intolerances and have suitable policies in place to ensure children remain safe while eating. Those who bring packed lunches are sensitively supported to make healthy food choices. Staff work closely with parents and carers to ensure this takes place.

Staff have warm and respectful relationships with children. Staff support children to develop their physical health. Children delight as they chase bubbles in the garden. Staff effectively describe the impact exercise has on the body. Children put their hands on their chest to feel their heart beating fast. This supports children to developed lifelong healthy habits.

Leadership and governance: Needs attention

Leaders monitor practice and the implementation of the curriculum. They generate plans of action for improvement however these actions do not result in rapid change. Children do not have access to a language-rich environment, especially those with special educational needs and/or disabilities. Misconceptions are not always addressed, and so children do not always hear the correct vocabulary. This means that the curriculum is not fully embedded and some children do not make sufficient progress.

Although policies and procedures are adopted. These are not rigorously implemented which means children are exposed to unsuitable equipment. This poses a risk.

Leaders understand the strengths of the setting. They work hard to support staff's wellbeing and workload. Leaders provide flexible working and take action when needed additional training is identified. Staff speak positively about the support they receive. Through regular supervision meetings, leaders consider staff's suitability and confidence in their role.

Leaders and staff engage with parents and carers daily. They develop positive relationships which support children's transition into the nursery. Parents comment on the support they receive from the nursery when their children are toilet training. Leaders signpost parents to external agencies for additional help. This ensures families have wide access to a variety of professionals.

Leaders work hard to promote the importance of punctuality and attendance. Clear systems are in place to track attendance. This ensures children are exposed to the curriculum and stay safe.