Em's Stars Pre-School at St Joseph's Primary

Inclusion: Expected standard

Leaders identify children's emerging needs early. They use observations, assessments and discussions with parents and carers to establish children's starting points and identify barriers to their learning or wellbeing. They work with external professionals when specialist advice is needed, and review children's support regularly with parents.

Children with special educational needs and/or disabilities receive adaptations based on their individual needs. For example, leaders have used additional funding purposefully to create spaces for children who need movement or time to regulate their emotions, including the addition of sensory resources. Their use of funding has also included sourcing private speech and language therapy for children to reduce their wait time in receiving external specialist support. Leaders have also sourced weatherproof clothing so that children can pursue their interests outdoors throughout the year.

Leaders understand the needs of children who speak English as an additional language. Families contribute their experiences and traditions to the curriculum. Leaders generally consider how to reduce communication barriers while valuing children's home languages and cultures. For example, practitioners have recently introduced some additional communication strategies, such as visual aids. However, these strategies are not yet routinely used by all practitioners throughout the day. This reduces the support that some children receive.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that gives children experiences across all areas of learning. Generally, there is an emphasis on communication, developing independence and preparing children for what comes next. Practitioners know their key children well, and can explain what they want children to learn and how planned experiences support their next steps.

Children learn through experiences linked to their interests. For example, practitioners use natural materials and familiar toys to introduce mathematical language about size and weight. Children then use this new vocabulary in their own play and interactions. Practitioners typically model new words and encourage children to count, share ideas and persevere with challenges. Children also develop creativity and imagination through activities such as drawing real-life objects, making models, and small-world play.

The curriculum also reflects the cultures and experiences of families attending the setting. Children encounter diverse stories, images and resources, while families are encouraged to contribute to experiences through a range of events. This helps children to learn about similarities, differences and the world around them in a meaningful way.

Teaching is generally purposeful. However, children are not given enough time to think and respond before practitioners move the learning on. Similarly, when children begin to lose interest, activities are not always adapted quickly enough to regain their engagement. This means that some learning opportunities are not explored as fully as they could be.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities (SEND), typically make progress from their starting points across the areas of learning. They generally make positive progress in developing self-care skills, confidence and participation. For example, children who previously preferred to play by themselves now collaboratively play alongside others.

Children build knowledge and skills that prepare them for their next stage learning. They become increasingly independent, take turns and manage aspects of their own care, such as handwashing and putting on their own coats. Children show that they can transfer new learning. For example, they use previously introduced mathematical vocabulary in their own play.

Children have opportunities to build knowledge across the curriculum. Children with SEND benefit from targeted support and adaptations that enable them to participate and progress. Children and families are supported with transitions to local schools through tailored arrangements when children need more time or support before moving on.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and show positive attitudes to learning. They play cooperatively, share resources and increasingly take turns. Practitioners use praise effectively and children visibly take pride in their achievements, such as completing a drawing, helping to tidy resources and managing tasks for themselves.

Children understand familiar expectations and routines. They respond quickly to the tidy-up song and enjoy responsibilities such as being the 'leader of the day'. Practitioners remind children of expectations calmly and positively. Children generally respond well to these boundaries and learn to consider the needs of others.

Practitioners adapt their approach for children who find transitions or self-regulation difficult. They use comfort objects, movement opportunities and visual choices to help children settle and participate. This enables children to feel safe, secure and a sense of belonging.

Leaders recognise that readiness for school looks different for individual children, and tailor arrangements when children need more time or support before moving on. Leaders monitor attendance and follow up unexpected absences. They work with families to understand any barriers and offer support where this is needed.

Most routines support children well. However, during some whole-group times, children spend periods waiting, and some lose focus. Practitioners do not always adapt these routines quickly enough, which reduces the time children spend actively engaged in purposeful learning.

Children's welfare and wellbeing: Expected standard

Children receive warm and attentive care. They develop secure relationships with practitioners and confidently seek help or reassurance when they need it. Children who find separation or transitions difficult have access to tailored support. Leaders have introduced the use of familiar objects and have developed a calm sensory space where children can be supported to regulate their emotions.

Children have frequent opportunities to be physically active. They can move between indoor and outdoor provision freely. Practitioners adapt spaces so that children, including those with special educational needs and/or disabilities, can access further opportunities for physical movement.

Children learn everyday self-care routines. They wash their hands before eating and are encouraged to become increasingly independent in doing so. Practitioners know children's dietary needs. They manage allergies and intolerances carefully.

Leaders and practitioners provide healthy snacks, milk and water. Children are encouraged to try different foods and make choices for themselves, including by pouring their own drinks and peeling their own fruit. However, practitioners do not consistently use these everyday experiences to help children understand why healthy food and drink choices matter, including how these choices support oral hygiene. As a result, opportunities to build children's understanding of healthy lifestyles are not yet fully realised.

Leadership and governance: Expected standard

Leaders know the setting well and are reflective about what works and what could improve. They seek feedback from parents, carers and practitioners and make changes in response. For example, parent feedback led leaders to revise settling-in arrangements. Leaders continue to consider how these can be improved further for children and families.

Leaders have clear systems for recruiting new practitioners. They support practitioners through inductions, regular discussions, supervision and professional development to ensure that they understand key policies and procedures. They check safeguarding knowledge through scenario-based discussions and share updated policies regularly. Leaders consider practitioners' workload and have adapted supervision arrangements when previous systems were not proving useful. Practitioners attend whole-team meetings with leaders, which helps information and updates to be shared consistently.

Parents are actively involved in children's learning. They receive information about what their children are learning, contribute photos and experiences from home and are invited to spend time in the setting. Families also contribute to learning about different countries, cultures and traditions. Leaders maintain links with local schools and other professionals to support children's transitions and individual needs.

Leaders have an accurate understanding of where practice could improve further. They respond positively to challenge and are reflective about how to improve consistency across the team.