Emley Playschool

Inclusion: Strong standard

Skilful staff identify children's individual needs. For children with special educational needs and/or disabilities (SEND), there is highly coordinated and timely intervention and support. This is successfully guided by experienced staff who have specific SEND training and in close working partnership with parents and other professionals. Therefore, the culture of inclusion is well-embedded into practice.

Staff have high expectations for all children. They use consistent routines, purposeful teaching and clear boundaries that support positive behaviour and learning. Staff closely monitor the progress of all children. They use successful strategies to monitor the impact of their adaptations on practice, for instance the use of additional funding to support the provision of one-to-one and extra sessions for children. Regular meetings between adults involved with children ensure their next steps are purposefully identified and implemented.

Parents feel confident, supported and well informed about their children's development through continual communication with staff. Children show expected levels of progress in their learning. However, there are higher levels of progress in children's social and language development. Staff build children's confidence, form positive relationships, and develop communication skills through meaningful interactions and a combination of adult- and child-led play.

Curriculum and teaching: Expected standard

Staff understand the curriculum and what they want children to learn. Close links with schools help to ensure children are ready for the next stage in their learning. Teaching builds on what children already know. Staff understand that revisiting and adapting past learning ensures newly gained knowledge is secure and meaningful.

Small-group activities play a key role in teaching. During such activities, staff focus on children's speaking, listening and attention skills, for example during talking-time sessions. The curriculum is inclusive and accessible. It is reflective of children's needs, interests and abilities. Children's care needs are met, and staff create a secure environment where children are motivated to learn.

Staff adapt teaching to suit different ages and learning styles. They respond sensitively to children's cues and support their emotional wellbeing. Physical development is prioritised through a range of activities. Children ride wheeled toys with increasing speed and directional skill. Strength and coordination are promoted when children squeeze water from pipettes and sponges. Mathematics is taught through fun activities. Children are confident to use mathematical language and understand mathematical concepts. Staff typically use activities indoors to promote learning effectively. However, there is less focus on children's learning during outdoor play.

Achievement: Expected standard

Children experience a broad and balanced curriculum across the 7 areas of learning and develop new skills. Children practise and apply new learning through purposeful play and well-planned activities and self-chosen resources.

Children's communication and language development is a strength. This means children are confident to share their thoughts and ideas. They speak and listen in turn and add their own text to pictures using their imagination to tell a story. Children use mathematical language during play, both in child- and adult-led activities. They demonstrate a growing understanding and application of concepts, such as counting, size and shape. For example, they count, measure pebbles and recognise numbers in the sand tray. Children develop personal and social skills. They begin to recognise and show empathy and understanding to those around them. For example, they check if a friend is hurt when they have fallen over and offer them a cuddle.

Behaviour, attitudes and establishing routines: Strong standard

Staff have high expectations for children's behaviour and actively promote sharing and turn-taking throughout the day. They model positive behaviour and clearly reinforce expectations through consistent routines and clear boundaries. This considered approach means children feel secure and it helps them to learn self-regulation and conflict resolution in a supportive and age-appropriate way. For example, children offer to share play dough when they have more than their friend.

Staff actively promote kindness, respect and an understanding of privacy. They encourage children to treat one another with care and consideration, creating a respectful and inclusive culture. Staff always act as positive role models, demonstrating calm communication and respectful interactions.

Children work towards achieving personal and social goals with the guidance and encouragement of staff. Consistent praise reinforces positive behaviour and builds confidence and self-esteem. Children play collaboratively, form strong relationships and feel safe, valued and respected in the setting.

Staff monitor attendance closely and respond quickly to any concerns. Attendance is high, ensuring children benefit from regular participation and continuity of care.

Children's welfare and wellbeing: Strong standard

Leaders prioritise and promote children's welfare and wellbeing through robust policies and procedures that guide daily practice. There is highly effective partnership working with children and families through a consistent key-person approach. Staff complete home visits to ensure they fully understand individual needs from the outset. Parents follow clear procedures for reporting absences. Any unexplained absences are followed up in a very timely manner. This ensures children's safety and welfare remain a priority.

Staff maintain high standards of hygiene that actively support children's personal health. They encourage personal care routines and maintain a clean environment to promote healthy habits. Staff support children's independence by encouraging them to manage self-care tasks such as toileting and handwashing.

Staff actively promote healthy lifestyles with children. This includes a balanced diet and good oral health. They limit screen time and include regular physical activity. Staff encourage healthy eating through discussions, role modelling and sharing mealtimes with them. Well-structured routines are embedded in practice and provide consistency. This helps children to feel secure and promotes their emotional wellbeing.

Staff build warm, trusting relationships with all children. Additionally, they have a significant impact on the wellbeing of children with special educational needs and/or disabilities. This is recognised and praised by parents.

Leadership and governance: Expected standard

Leaders demonstrate a secure understanding of the setting's context, strengths and areas for development. They take timely action to drive improvement and respond to the changing needs of children and families. Leaders work in partnership with parents and external professionals, ensuring support and any action is targeted and effective.

Leaders engage parents and professionals thoughtfully, supporting smooth transitions. As a result, children settle quickly and feel secure. Leaders help children to thrive through careful planning and tailored support. However, leaders do not share and gather information well from all settings where children attend.

Leaders manage the provision efficiently. They skilfully balance children's care and staff wellbeing and ensure manageable workloads. This approach creates a positive working environment where staff perform to the best of their abilities for the benefit of the children. Regular and relevant professional development equips staff with the knowledge and skills to carry out their roles successfully. This includes initiatives and training that is not mainstream to upskill staff and support the diverse needs of children. Staff feel valued and supported. They review each other's practice and confidently accept and offer feedback to make further improvements. There is a secure culture of wanting to make a difference to children and families.