Funtimes Preschool

Inclusion: Expected standard

Leaders have created an inclusive environment where children's needs are identified and supported effectively. Practitioners know children well and use observations, discussions with parents and targeted assessments to identify needs, particularly in communication and language. Overall, staff use the graduated approach effectively in practice. For example, children develop communication skills through a range of strategies, including modelling, repetition, visual prompts and building on their interests. This supports children to take part in routines, engage with others and make progress in their learning. Leaders work closely with families and external professionals to secure appropriate support and demonstrate high aspirations for all children.

Leaders take appropriate action to reduce barriers to learning. They adapt routines, environments and teaching approaches so children can participate fully. This includes the use of consistent routines, visuals and flexible strategies to support engagement in group activities and daily routines. Staff access training and guidance, and leaders monitor children's progress through ongoing observation and discussion with parents and professionals. As a result, children, including children with special educational needs and/or disabilities, make progress from their starting points.

However, staff do not consistently apply assessment processes and targeted strategies across the nursery. This means that support is not always fully embedded or implemented with the same level of consistency, which reduces opportunities for some children to make the best possible progress in their learning and development.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of the importance of supporting communication and language across the curriculum and have taken appropriate action to improve practice. For example, they adapted the organisation of story time following external advice, resulting in increased engagement and improved shared attention. This was evident during a story session where children remained focused, used resources to support listening and responded to questioning and repetition. Practitioners use familiar routines, songs and stories to support learning, and interactions are purposeful. Teaching is inclusive, with staff adapting activities so all children can participate.

The curriculum reflects leaders' aims to support children's independence, communication, personal, social and emotional development and readiness for their next stage of learning. Practitioners know children well and use ongoing observations to inform interactions. Children develop key skills through both planned activities and daily routines. For example, during snack time, children independently manage tasks such as collecting belongings, preparing food and tidying away, showing confidence and secure communication and self-care skills. However, practitioners' understanding of children's mathematical development and how mathematical concepts build over time is variable. This means that opportunities to extend children's mathematical thinking and learning are not always maximised.

Achievement: Expected standard

Children make secure progress from their starting points, including those with special educational needs and/or disabilities. Children develop skills and confidence over time and build on what they already know. For example, children become increasingly confident in using larger equipment and develop physical skills that enable them to climb, balance and move independently. Children also make progress in communication and social development. For instance, children who were initially less confident engaging with others begin to play alongside peers and take part in small-group experiences, such as mealtimes and routines. Children with more complex needs develop early communication skills, including using single words and alternative methods to express their needs.

Children gain the knowledge and skills they need for their next stage of learning. They become increasingly independent in managing routines, making choices and carrying out everyday tasks. Children develop confidence in communicating their needs, joining in with activities and engaging positively with others, helping them to build important foundations for future learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders take a proactive and reflective approach to supporting children's behaviour, attitudes and engagement. They work with external professionals to review practice and make informed adjustments to routines and the environment. For example, changes to the organisation of story time and the introduction of a follow-on activity after snack have improved children's engagement and reduced unsettled behaviour. This was evident during the session, where children remained focused, shared attention and participated using resources to support listening. Leaders have also adapted snack routines so children sit in small, consistent groups, supporting all children to take part and develop their social skills. Children follow familiar routines and show increasing ability to cooperate and take turns. Leaders promote the importance of regular attendance and work with families to support children to attend consistently so they can benefit from the learning experiences on offer.

Children demonstrate positive attitudes to learning. Practitioners build warm relationships and use calm, consistent interactions to guide behaviour and encourage participation. Activities are engaging and matched to children's interests, supporting sustained involvement. For example, during a healthy eating activity, children remained focused while discussing choices. Children develop skills in listening, sharing attention and managing routines.

Children's welfare and wellbeing: Expected standard

Leaders have established clear, consistent routines that support children to feel safe, secure and well cared for. Daily practices promote healthy lifestyles and independence. For example, children take part in structured snack and mealtime routines where they sit in small groups, talk with others and manage tasks such as preparing food and tidying away. This supports both their physical wellbeing and their sense of belonging. Leaders have strengthened their healthy eating approach and introduced initiatives such as a tooth brushing programme, working with parents to promote consistent messages. Hygiene practices are well embedded. Children follow handwashing routines using visual prompts, which effectively support understanding and communication, including for those who use alternative methods to communicate.

Children benefit from a calm and supportive environment where their physical and emotional needs are met. Practitioners build warm relationships and support children to develop independence and self-care skills through everyday routines. Children are physically active, accessing outdoor equipment and opportunities for movement. Care practices are inclusive, with adjustments made so all children can participate and develop at their own pace.

However, practitioners do not always use routines and interactions with the same level of consistency to support children's wellbeing, communication and independence. As a result, opportunities for some children to further develop confidence, communication and independence are not fully maximised.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting and are actively involved in daily practice. They work alongside practitioners, which enables them to identify strengths and areas for development and provide timely support. Leaders engage with external professionals, including the local authority, to inform improvements. They have acted on advice to adapt routines and the environment, leading to improved engagement and participation for children. Systems for safeguarding, training and policy review are well established and kept up to date. Leaders maintain positive relationships with parents, who speak highly of the communication they receive and feel well informed about their children's experiences and development. This contributes to a strong sense of community.

Leaders have appropriate systems in place to support staff development and wellbeing. Practitioners describe regular team meetings and supervision opportunities where they reflect on practice and receive guidance. Leaders are supportive and responsive, making adjustments where needed to manage workload and wellbeing. There is a culture of openness, where staff feel able to ask for help and develop their practice.

Professional development is supported through training and guidance from external agencies. Leaders monitor practice through observation and discussion, identifying strengths and priorities.

However, leaders have not ensured that all practitioners consistently apply assessment processes, targeted strategies and agreed approaches during routines and interactions. As a result, support and teaching are not always implemented with the same level of consistency across the nursery. This means opportunities for some children to further develop mathematics, communication, independence and make the best possible progress in their learning are not fully maximised.