Foundry Lane Preschool

Inclusion: Expected standard

Staff generally identify children's needs quickly and accurately. They complete a baseline assessment once children have settled. Staff use this information to plan children's next steps in learning and to signpost families for additional support, where necessary.

Staff have high expectations for all children and typically provide support to reduce barriers to children's learning and wellbeing. On occasion, they do not always have the most up-to-date detail from other professionals. This information would enable staff to implement next steps more swiftly at pre-school and home, promoting a sharper consistency in children's learning.

Staff use 'now and next' boards to support younger children and those who face barriers to learning, to understand the pre-school routine. This helps children to understand expectations and what will happen next. Many of the staff have undertaken additional training in communication and language development to support children who face barriers to their learning. This knowledge and understanding helps them support and meet children's needs. Staff plan small group activities to promote communication and language development. This has a positive impact on children's growing vocabulary.

Leaders use the information they have on the children to inform their decisions about funding. For example, staff recognise that some children do not have regular access to outdoor space. They have enhanced the outside area with additional resources and equipment and use this space regularly to support children's physical development. This has a positive impact on reducing barriers to learning that children face.

Curriculum and teaching: Expected standard

Since the last inspection, leaders and staff have engaged support from the local authority to help them plan an ambitious curriculum. This new system has been specifically designed to encompass all areas of learning. It places more focus on the children's interests and developmental needs and has moved away from their original 'topic' based approach.

Leaders generally ensure that the curriculum is taught well. However, they do not consistently use supervision sessions with staff to ensure that all staff understand and implement curriculum intentions. For example, during an oral health activity, staff do not explain the full sequence of the task, including handwashing before and after brushing teeth. Consequently, children leave before the activity is completed and staff have to interrupt their chosen play to finish it. This limits children's understanding of the process and disrupts their learning in their next chosen activity.

Staff place a clear focus on communication and language development. Children take part in regular singing activities to increase their vocabulary. During activities staff sensitively repeat words back to children, so that they understand how to pronounce words correctly. This helps to support their growing knowledge and understanding of language. Staff recognise the importance of early literacy and have introduced a book lending library for the children with plans to develop this valuable addition further with the use of technology.

Staff weave mathematical skills and language into the daily activities. For example, during welcome time they ask children what number they would like to count to before they start a song. Children enthusiastically respond with different numbers and the staff respond to their choices. Children are able to recognise numbers on number lines. During the toothbrushing activity, each child has their own numbered toothbrush and children correctly replace the toothbrush into the corresponding slot. These activities help children to naturally learn about numbers.

Achievement: Expected standard

Typically, all children, including those who face barriers to their learning, make steady progress from their starting points. They develop the age-and-stage appropriate knowledge and skills across all areas of learning. This helps to prepare them for the next stage of their development, such as moving to school.

Overall, children show a positive attitude to learning as they engage in the activities the staff provide. For example, they concentrate and focus as they expertly transport the water in the back of the truck, trying carefully not to spill it and smile with satisfaction when their journey is complete. Staff praise them on their achievements.

Children are generally able to make their needs known through verbal and non-verbal methods. They naturally use sign language when taking part in group activities and demonstrate a growing understanding of this, that is age-and-stage appropriate. Children learn to take turns and share the resources. For example, during a playdough activity, children take it in turns to use the rolling pins and shape cutters. Children are kind and caring towards their friends. They ensure that they all have enough dough to make their creations.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff are good role models. They have high expectations and all children, including those who face barriers to their learning, generally behave well. Staff regularly praise children and compliment them on their achievements. Typically, children show positive attitudes to learning and participate in adult-led and self-chosen activities.

Staff typically consider children's ages and stages of development when planning the inclusive environment. Children play independently and alongside each other. They learn to share and take turns, which are priorities in the pre-school. This helps children to build their collaboration and negotiation skills.

Children are becoming increasingly independent and able to communicate their needs and wants. They play well together and are kind and caring. During small focus groups they pass around the soft toys, so that everyone can have a cuddle. This helps to ensure that all children feel included.

Leaders understand the importance of children attending regularly and follow up any absences. Clear routines typically help children to feel safe and secure as they know what is coming next.

Children's welfare and wellbeing: Expected standard

Leaders and staff typically create a safe inclusive space for children to thrive, belong and achieve. All children, including those who face barriers to their learning, form secure attachments with their key person. Staff know their children well and have positive relationships with them. Leaders place wellbeing at the centre of what they do as they recognise the value of this for children and staff.

Staff support children as they learn to understand and regulate their emotions. Small focus groups help children to talk about themselves and who they can speak to if they are feeling unsure or anxious. This helps children to develop emotional resilience and confidence in managing their own feelings.

Staff help children to develop their knowledge and understanding of healthy lifestyles. The regular toothbrushing activity takes place daily and all children participate. Children understand the process and follow instructions to ensure they clean their teeth effectively. They know the importance of washing their hands before mealtimes and after using the toilet.

Mealtimes are a social experience. Staff provide information and support parents to help them supply healthy lunch boxes for their children. Staff typically help children to understand personal safety such as not riding the cars down the ramp. They remind children to be careful when they throw the balls in the garden. This helps to promote children's wellbeing and the importance of safety.

Leadership and governance: Expected standard

Leaders and staff have worked hard to meet the actions raised at their last inspection. The new curriculum is having a positive impact in the pre-school. Leaders have also developed their oversight of the practice and undertake regular observations to help ensure consistency and quality.

Leaders have a clear understanding of their strengths and areas for further development. They use the results of annual surveys conducted with staff and parents to ensure they continue to meet the needs of the staff and their families.

Staff report their well-being is good and workloads are manageable. They value the access that they have to training and the regular supervisions where they can discuss their key children as well as their own professional development and welfare. However, leaders do not always use supervision sessions to consistently develop staff's understanding of the importance of extending children's learning at all times.

Parents speak highly of the pre-school and value the information they receive in the form of online communication, printed newsletters and posters displayed outside. Staff provide parents with ideas to support their children's learning and development at home. However, leaders do not always ensure that parents understand the importance of sharing information from key professionals promptly so that they can fully support children's learning and development in the pre-school as well as at home.

Leaders generally work effectively with other professionals. For example, they liaise closely with the reception class teacher to support children's transition to school. Leaders engage well with the local authority to ensure they are at the heart of any new programmes. For example, they are taking part in the oral health programme around toothbrushing and the healthy eating initiative. This helps to improve health and wellbeing for all children in their early years.