ELS at Under 5's Preschool

Inclusion: Strong standard

Leaders and staff swiftly identify the needs of all children, including children who have special educational needs and/or disabilities (SEND). Staff rigorously assess children's progress and ensure that care and teaching meet their individual needs. Staff monitor children's progress thoroughly and make effective adaptations. For example, staff have recently reflected on the organisation of the room. They have adapted the environment and changes have been highly positive to engage children with SEND. For instance, staff have created a den for children to access when they feel overwhelmed. Staff and leaders have strong links with outside agencies and families. They share ideas and strategies with parents, such as how to help manage children's emotions. Leaders use training opportunities and additional funding highly effectively. For example, they purchase resources to support children's individual progress, such as large climbing equipment to develop children's physical skills further. All children are incredibly well supported and make significant progress through individual teaching and learning provided by staff.

Curriculum and teaching: Expected standard

Leaders are working hard to ensure the curriculum is embedded throughout the setting to cover all areas of learning. Overall, staff have clear knowledge of what they would like children to learn, and children enjoy their learning opportunities. Staff know children well, including knowing what children have achieved since they started at the nursery. The curriculum is effectively planned for. However, delivery of the curriculum is at times inconsistent. Leaders recognise this and are working to develop practice further. This includes implementing more precise assessment to support the next steps in children's learning. Children enjoy their experiences and are happy and settled. However, activities do not consistently build on what children need to learn next.

Staff support all children to develop their communication and vocabulary skills. For example, during a cooking activity, staff talk about each ingredient and children's past cooking experiences. Staff support children with special educational needs and/or disabilities effectively. This includes using visual prompts and signs. Staff help all children develop skills to support their future learning. Children are patient and mature when taking turns and sharing during larger group activities. Staff support children to develop their mathematical skills. For example, when children bake, they learn about weighing and how things are heavier and lighter. Staff encourage children to gain confidence in their physical abilities. Children build and negotiate obstacles while balancing and climbing.

Achievement: Expected standard

Children make progress in relation to their starting points. This includes children with special educational needs and/or disabilities and those in receipt of additional funding. Children develop skills to support them in readiness for their next stage of learning. For instance, children confidently communicate their needs. With support from staff, children are able to use a wide range of language, such as talking about transporting when engaging in an activity moving mud with toy diggers. Children show kindness and empathy in mature ways. For example, children ask their friends if they can go into their dark den, as they know that this is their safe space.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models and support children to behave well. All children understand and follow rules and expectations well, as is appropriate for their age and their stage of development. For example, children wipe their own nose and put tissues in bins. They are patient during turn-taking activities. This includes children with special educational needs and/or disabilities (SEND) and those in receipt of additional funding. Staff are skilful in swiftly identifying how to support children with SEND. This is evident when staff direct children to an activity that they know will engage them productively, such as a jumping activity.

Staff review the environment to help them support all children well. For example, they provide calming spaces. Children play well together and enjoy each other's company. There are positive relationships between staff and children. Children happily go to staff to share ideas and seek comfort. Staff monitor children's attendance closely and ensure they follow up any unexplained or unplanned absences. This helps them to identify patterns of attendance that may require additional support. Diversity and inclusion are prioritised by staff. They teach children about other cultures and festivals, such as Eid and the tradition of fasting. This supports children to learn and understand more about other people, their similarities and differences, and other communities.

Children's welfare and wellbeing: Expected standard

All children are very happy, settled and confident, including those with special educational needs and/or disabilities. Staff have successfully created a safe and welcoming space. They support children to come into the nursery happily and engage in their learning. The nursery is inviting, and staff ensure all children are engaged in something they enjoy upon arrival. There is an effective key-person system in place that supports all children to feel safe and secure. Children play happily with staff who know them well. Staff plan learning experiences that they know children will enjoy, such as baking activities and physical activities. All children know the routines and are independent in managing their own needs. This includes using the toilet and washing hands before and after meals. During meals, staff teach children about the importance and benefits of healthy eating. They learn which foods give them energy to concentrate and learn. Staff support children to manage their emotions and feelings in appropriate ways. This includes using picture cards of different facial expressions to help children to communicate how they feel with confidence.

Leadership and governance: Expected standard

Leaders are evaluative and reflective on practice. They identify areas to develop and celebrate the changes they have made, such as changes to the organisation of the learning environments. Staff wellbeing is supported well and workload is manageable. Staff have time to complete training and have regular meetings and discussions with leaders to ensure they are happy and well supported. Leaders carry out regular observations of the quality of staff teaching and interactions with children. This helps them to support staff in helpful and constructive ways. For instance, leaders celebrate positive practice and identify training needs.

Children who also attend other settings are settled, happy and make progress. Staff contact other settings that children attend when they start. However, they do not consistently communicate to routinely share children's progress and provide a stronger link through shared care and learning. There are supportive partnerships with parents and carers. For example, staff keep parents informed about children's learning and next steps. Parents speak highly of the setting and the support and communication they receive.