Happy Feet Preschool Penguins

Inclusion: Expected standard

Leaders know the children and families who attend the setting well. They use observations and assessments to identify children who may need additional help. Children's progress is monitored and support is reviewed so that staff can respond to their individual needs. Children who face barriers make progress from their starting points.

Staff work with parents and other professionals, including the local authority and health services. Typically, staff use advice from others to inform individual strategies and make adaptations to experiences. Generally, staff consider the reasons behind children's behaviour and use approaches, such as prompts, reassurance and additional support. This helps children to develop their confidence, relationships and engagement in learning.

Leaders understand how additional funding can be used to reduce barriers and support eligible children's learning and development. When children are known to social care, staff work with other agencies, contribute to professional meetings and share relevant information. They review children's progress and consider whether the support in place continues to meet their needs.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of what they want children to learn and provide a curriculum that reflects children's interests, needs and stages of development. Staff observe children and use what they know about their development to plan experiences that build on their starting points. They adapt their approach for children who need additional support so that they can participate and make progress.

Staff promote children's communication and language throughout the day. They use stories, props and open-ended questions to introduce new vocabulary and encourage children to think and express their ideas. Children are given time to consider questions and explain their thinking. Mathematical learning is incorporated throughout children's play and everyday routines. Staff introduce mathematical language and concepts naturally, helping children to develop their understanding of number, shape, size and measure.

Children develop their physical, personal, social and emotional skills through purposeful experiences. They climb, balance and negotiate stepping stones, while staff encourage them to try things independently before offering help. Staff help children understand their emotions and consider the feelings of others.

The quality of interactions is not yet consistently high. At times, staff do not recognise opportunities to extend children's thinking. This means that children do not consistently build further on what they already know and can do.

Achievement: Expected standard

Children make progress from their individual starting points and develop knowledge and skills across the areas of learning. Their communication and language skills develop as they take part in conversations, listen to stories and learn new words and phrases. Children confidently express their ideas, respond to questions and engage in imaginative play with adults and their peers.

Children develop increasing confidence and independence. They manage everyday tasks for themselves and develop their physical skills through activities, such as climbing, balancing and using ride-on toys. Children learn to cooperate with others, consider their feelings and develop the social and emotional skills that prepare them for their next stage of learning.

Children who face additional barriers make progress from their individual starting points. Individualised strategies and support from other professionals help children to develop their communication, relationships and engagement in learning. This helps children, including those with additional needs and those known to social care, to acquire the knowledge, confidence and skills they need as they move on to their next stage.

Behaviour, attitudes and establishing routines: Expected standard

Staff establish routines and expectations that help children understand what is expected of them. Children settle confidently into the day, engage positively in activities and develop independence through familiar routines. However, some expectations are not consistently reinforced by all staff and, therefore, children do not always develop a clear understanding of what is expected of them. Leaders recognise the importance of developing a consistent approach across the staff team.

Children develop positive relationships with staff and their peers. Staff model appropriate behaviour and help children understand how their actions can affect others. They encourage children to consider the consequences of their choices and use planned strategies to help them resolve difficulties and develop their problem-solving skills. Children increasingly play collaboratively and learn to get along with others in ways that are appropriate for their age and stage of development.

Children show positive attitudes towards learning. They engage enthusiastically in activities, contribute their ideas and enjoy learning alongside others. Staff work with parents to promote consistent approaches to children's behaviour and consider children's ages, stages of development and individual circumstances when providing support.

Leaders understand the importance of regular attendance and punctuality and have appropriate procedures in place to promote these with families.

Children's welfare and wellbeing: Expected standard

Staff know children and their families well and typically respond sensitively to their individual needs. The key-person approach supports secure and responsive relationships and helps staff understand children's routines, preferences and changing needs. On the whole, staff work closely with parents to provide continuity of care and adapt their approach according to children's ages, stages of development and individual circumstances.

Children's physical development is given a high priority. Staff provide regular opportunities for children to be active and develop their gross motor skills, confidence and coordination. Children also learn about healthy lifestyles, including nutritious food and oral health, helping them to develop an understanding of how to care for their bodies.

Staff support children's emotional wellbeing. Typically, they help children recognise and express their emotions and provide reassurance and support when needed. Staff consider children's individual circumstances and are alert to changes in behaviour that may indicate that a child needs additional help.

Overall, care practices and daily routines meet children's individual needs. Staff work with families to ensure that children's care is appropriate to their stage of development, helping them to feel secure and well cared for.

Leadership and governance: Expected standard

Leaders understand the provision's strengths and areas for development and are reflective about how practice can continue to improve. Overall, they make decisions with children's best interests in mind, including those who may need additional support. Leaders work with parents and other professionals so that children's individual needs are understood and appropriate support can be put in place.

Leaders typically support staff through regular supervision, team meetings and an open-door approach. Staff have opportunities to discuss their practice, seek advice and develop their knowledge and skills. Professional development supports staff to build their knowledge and respond to children's individual needs. Leaders are mindful of staff wellbeing and workload, and staff know where to seek support when they need it. On the whole, staff feel supported in their roles and understand what is expected of them.

Leaders have appropriate arrangements in place for safeguarding and safer recruitment. Staff understand their safeguarding responsibilities and know how to respond if they have concerns about a child. Required suitability checks are completed and staff maintain appropriate first-aid knowledge.

Leaders monitor practice and respond when areas for improvement are identified. The systems and processes in place support staff to meet children's needs and keep them safe. Leaders recognise that some aspects of practice continue to require embedding as the provision develops. Their ongoing focus is on ensuring that agreed approaches are understood and implemented consistently across the staff team.