Frenchay Common Preschool

Inclusion: Expected standard

Leaders are determined to ensure that all children reach their full potential. They collect evidence of children's learning and decide on next steps. This helps children succeed and ensures they get any extra support and funding they need. Leaders make effective use of additional funding to support children with special educational needs and/or disabilities. As a result, children typically make steady progress. Staff identify barriers to learning early. Generally, they work to reduce these with targeted support and reasonable adjustments. For example, when children need extra cuddles in the morning, they are offered that by the staff. Other children do better with one-to-one support and targeted activities.

Overall, leaders and staff identify and respond to children's individual needs well. For example, they provide other ways to communicate with children, such as picture cards, to support understanding. This ensures that children know they have a voice. Staff monitor children's progress and review it regularly. This ensures they continue to make steady progress from their individual starting points. Leaders ensure that assessment information is used well. This helps identify gaps in learning, which results in an adaption to planning and teaching.

Leaders and staff build positive partnerships with parents and other professionals. This makes sure children's next steps fit their needs. It helps them progress well and build important skills. This ensures that support is timely, consistent and effective.

Curriculum and teaching: Expected standard

Leaders review their curriculum regularly to prioritise children's learning. The curriculum is designed to offer a broad and balanced approach, with a specific focus on children's independence skills and preparing them for school. The curriculum supports children with special educational needs and/or disabilities. Children are encouraged to freely explore learning experiences in their own way. Staff support children to test out their ideas by asking open questions that prompt their thinking. For example, as children use their gross motor skills while painting, staff enhance the experience by introducing colour mixing. Children enthusiastically say that they have made the colour orange. Staff then use a stick to draw shapes for children to identify, building their mathematical knowledge and skills through everyday experiences.

Staff encourage children to work well with others. They share thoughts and test out their ideas, which supports children's problem-solving and critical thinking skills. For example, they help children work together to find ways to move water from one part of the garden to another using channels and containers. Staff support the children to be resilient when they face a problem and encourage them to try another idea. Staff plan engaging activities that support children's interests. However, on occasion, staff do not direct their interactions with children to ensure they meet the learning intentions and extend children's thinking.

Achievement: Expected standard

Generally, children spend periods of time purposefully participating in learning experiences. They enjoy stories, singing and collaborative role play, which increases confidence in rhyming as well as creating imaginative narratives with their friends. Children interact well with their peers through the planned curriculum and everyday experiences. For example, children play at the sand tray and begin talking about their past experiences. They are supported to build on communication skills by inviting others into their conversations by asking each other questions.

All children, including those with special educational needs and/or disabilities, those who face barriers to their learning, and those known to children's social care, make sound progress from their starting points. Next steps are carefully identified and planned for. For example, children become motivated to practise their social skills through shared interests. Children feel settled because staff get to know them well through their settling-in period, where their individual family context and stage of development are explored with parents.

Children are prepared for the next stage of their learning. They are very well supported to be independent and to be confident communicators, which sets them up well for school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a joyful and calm environment where children feel safe and secure. The key-person approach is well established. As a result, children demonstrate they feel settled and comfortable with the staff. Children generally get along with others. When instances of disagreements arise, some children are able to solve problems effectively themselves. Typically, staff notice when children need support with their behaviour. However, they do not consistently explain why behaviour needs to change. This means that children do not always develop their understanding of appropriate behaviour.

Leaders have an effective approach for ensuring good attendance. They follow up on absences in a timely manner with parents when children do not arrive as expected. Children have a positive attitude to their learning and understand the routine, needing little support from the staff.

Staff mostly set out clear expectations, for example what it means to listen well during a story. Children know the rules of the setting well. They happily chant them so everyone can enjoy the 'Room on the Broom' story. Staff adapt their approach for children with special educational needs and/or disabilities. For instance, they encourage children to sit with a supportive adult for a shorter period of time during a group activity, building this over time.

Children's welfare and wellbeing: Expected standard

Leaders have ensured that the key-person system is effective. Staff develop positive and responsive relationships with children, which makes them feel safe. Staff know the children very well. This helps them meet individual needs, follow interests and respond consistently to each child.

Staff promote children's understanding of how to keep themselves healthy. For example, they speak to children about being outside in the morning while it is cooler. Children begin to understand why wearing sun cream and hats in the sunshine is keeping them safe, and the importance of keeping themselves hydrated on hot days.

Children are very independent, which is a direct result of staff having and setting out clear routines. Staff offer praise and encouragement to the children. For example, children automatically and independently wash hands before sitting down for a snack. Children have balanced lunch boxes brought in from home and socialise happily with their peers during mealtimes. Leaders are quick to adapt safer eating approaches and provide parents with essential information when needed.

Leadership and governance: Expected standard

Leaders are approachable and support staff wellbeing. They have regular supervision meetings with the staff and support them to carry out their roles. Overall, leaders prioritise staff development by ensuring they complete first-aid and safeguarding training. Staff attend training to further enhance their practice and improve outcomes for children. For example, staff speak positively of a recent 'theraplay' training course. This focus on continuous learning has enhanced practice and benefited children's development, including those with special educational needs and/or disabilities and those who face barriers to their learning.

Leaders have high expectations for children's development. They take swift action to put measures in place to support emerging needs of individual children and families. They generally have an accurate understanding of the setting's strengths and areas for development. This demonstrates their commitment to continuous improvement.

Leaders and staff create a culture that values engagement with parents and professionals. This includes daily conversations with parents, which keeps them updated on their children's learning and progress. Parents speak highly of the progress their children have made since starting the setting. They report the team have supported their children to develop and learn new skills. They feel informed through regular parent meetings with their child's key person.