Haddenham Pre School

Inclusion: Expected standard

Staff work closely with other professionals to support children's continued development. They invite professionals into the setting, where they gain advice and guidance on how to best support children's progress and learning. For example, physiotherapists support staff and help them to provide learning opportunities that support children's physical development. This close working partnership and effective training for staff on the graduated approach enables staff to set clear next steps of learning for children with special educational needs and/or disabilities (SEND). Therefore, the support that is provided for children with SEND helps them to make progress.

Staff have a clear understanding of the local authorities' procedures and access help and support for children with SEND. The management team spends additional funding appropriately. This has a positive impact on children's learning and progress. For example, staff have purchased additional resources to support children's physical development. Some funding is used towards additional sessions for children. This helps children to develop their social skills more effectively, due to spending more time in the setting with peers.

The management team has identified areas of the curriculum that need adapting to meet the needs of all children. Therefore, it has implemented some changes and are in the process of sharing this with parents and carers and external professionals more effectively.

Curriculum and teaching: Needs attention

Mathematics is not embedded in staff's practice and teaching and, therefore, children do not receive a high standard of teaching in this area. For example, staff introduce and use mathematical vocabulary, but do not always teach children the concept behind this. This impacts on how much children understand of this terminology. Additionally, staff are not clear on what children already know and can do regarding counting. Therefore, they cannot plan accurate and meaningful learning opportunities that extend on this further. That being said, staff read to children throughout each day and use singing activities and general conversations to extend children's speaking skills and introduce new vocabulary. Additionally, staff prioritise children's personal, social and emotional development, especially for children with special educational needs and/or disabilities.

Staff do not consistently plan clear next steps for children's learning, nor do they plan a clear purpose for children's learning. This means, staff do not always use assessments effectively to monitor and extend children's learning. For example, staff do not know what children are supposed to be learning during a group-time activity. Therefore, they cannot support this learning further.

Staff have an understanding of how to support children's physical development. They plan learning opportunities that support children's fine and gross motor skills. For example, children explore a range of large equipment, such as climbing, using balls and riding bicycles. Additionally, staff provide children with opportunities to explore play dough and other activities that develop children's fine motor strength. That said, this is not always focused or planned learning that follows children's next steps in learning.

Achievement: Needs attention

Children's learning is variable due to weaknesses in the planning and assessment. For example, where next steps are not planned for children's learning, children make little progress in the relevant area. Additionally, on some occasions where next steps are planned, they do not reflect what children already and know and can do and this impacts on future learning and how children extend their skills and knowledge even further in other areas of learning.

That said, overall, children make progress with their speech and language development. For example, during snack time, they talk about what they have been doing at home. Children show interest in conversations, which helps them to express and share new information.

Behaviour, attitudes and establishing routines: Expected standard

Staff provide clear rules and boundaries for children to follow. They remind children of these at appropriate times, such as group time. Staff continue to remind children gently throughout their play and this helps to provide a consistent approach.

Children demonstrate engagement and focus during their learning. Staff reinforce this by reminding and supporting children to stay engaged and listening. For example, during group time, they sometimes give children with special educational needs and/or disabilities fidget toys to support their abilities when sitting. Additionally, staff remind children to listen to staff leading the group learning. This supports children to remain focused.

Children demonstrate positive listening skills and follow instructions well. This helps them to understand and follow routines throughout the day, being part of the wider group. Children are kind to each other and demonstrate good social interactions. Additionally, they have good relationships with staff and look to them for comfort and reassurance when needed. Children play collaboratively in small groups and share resources well with staff's support. Group times help children to learn turn-taking skills and how to wait patiently. There is a positive approach to attendance and staff encourage families to ensure that children attend their booked sessions.

Children's welfare and wellbeing: Needs attention

Staff do not promote healthy and balanced meals at lunchtime. Although parents and carers provide these meals, the management team has not yet shared information with parents regarding nutritional guidance and they do not implement the setting's policies regarding healthy and balanced meals. Information-sharing with parents is not consistent and the management team has not prioritised this information regarding children's health.

The management team plans for staff to teach children about healthy practices during mealtimes. However, this is not always implemented, and children do not learn about healthy foods and choices. Additionally, other healthy practices, such as oral hygiene and understanding the need for exercise and rest, are not incorporated into the curriculum as effectively.

Staff provide a safe and welcoming environment for children, where they develop strong relationships, helping children to feel safe and secure. Children access the outdoors each day. Staff ensure they provide children with learning opportunities that promote and strengthen their gross motor movement. This has a positive impact on children's physical development as they learn to run, ride bicycles and negotiate the space around them. Additionally, children learn about emotions and staff recognise and hep children to express their emotions throughout interactions.

Leadership and governance: Needs attention

The management team has undergone a vast amount of change since their last inspection, and this has had an impact on the daily running of the setting. They demonstrate an understanding of their role and understanding of legal requirements. However, they do not support leaders within the setting well enough, regarding their wellbeing and workload. Therefore, leaders do not always have the time to implement change and improvement across the setting. This impacts on the quality of care and education provided for children attending.

The management team carries out supervision for some staff members, although this does not include all persons working at the setting, particularly students. This impacts on their professional development and the quality of interactions across the setting. Additionally, supervision of staff does not highlight staff's strengths and areas of improvement well enough. Training is not always tailored to meet staff's needs and, therefore, this impacts on the quality of teaching provided.

The management team recognised the need to support parents and carers more effectively, regarding children's learning at home. They have started to extend communication and are implementing a lending library to enhance home learning and reading opportunities for all children. This decision is made in the best interests of children. The improvement in communication has already had an impact on shared learning experiences as parents are more aware of what their children are learning.