Hardwick Pre-School

Inclusion: Strong standard

Staff work closely with parents before children start, gathering detailed information to ensure their individual needs are understood and met. There is robust support for children with special educational needs and/or disabilities (SEND). Staff undertake thorough assessments and create detailed individualised plans to provide targeted support. They ensure that targets for children with SEND are precise, ambitious, but achievable. Staff provide tailored interventions including one-to-one support, mobility equipment and focused activities, to develop children's attention and speech. Staff conscientiously review and amend plans to ensure that children with SEND continue to make excellent progress.

Staff are proactive in removing barriers to children's learning for disadvantaged children and those known to social care. Additional funding is used effectively to support their health and well-being and ensure they participate fully in all curriculum activities such as trips to the farm and outdoor learning. Staff ensure that children who speak English as an additional language have their voices heard as they learn key words in their home languages. They teach children to use Makaton sign language so they can all communicate and build relationships. Staff also teach children about a wide range of cultural celebrations, such as Mother's Day and Chinese New Year in meaningful ways which helps build respect and understanding.

Curriculum and teaching: Strong standard

Leaders have developed a clear, well-sequenced curriculum with simple but effective outcomes across all areas of learning. They regularly review the impact of the curriculum and identify areas for further improvement. Leaders have recently implemented changes to improve the teaching of shapes which is already benefitting children. Staff talk to children about the properties of shapes like trapeziums, comparing the length of the sides and where they may see the shape in the environment.

Staff promote children's speech and language very well. They read stories and sing songs and even the youngest children retell key events. Staff use Makaton signs and visual prompts to support children who are delayed with their speech. They use targeted interventions to support children with their listening, attention and interaction skills and expertly adapt these to ensure children continuously make rapid progress.

Physical development is a key focus. Staff provide a weekly physical education lesson at the primary school and other opportunities for children who do not attend on that day. Staff skilfully support children to build obstacle courses, supporting children to challenge themselves and think about personal safety. Staff continually assess children's progress and adapt their approach depending on their individual needs. For instance, providing one-to-one support and appropriate equipment for children with special educational needs and or disabilities to participate.

Achievement: Strong standard

Children make rapid progress, particularly in developing their listening and attention skills. They learn to concentrate and focus, listen to staff and follow instructions. Children sit and wait patiently at lunch time for their friends to finish before leaving the table. They remember what they have learned and apply it to new situations. For example, children recently learned about the importance of looking after their teeth from a visiting dental nurse and they discuss this when they are eating their lunch.

Children develop their fine motor skills through varied activities such as manipulating play dough or using tweezers to pick up pompoms. They practice using scissors effectively to cut shapes. Disadvantaged children make excellent progress in their speech development, and all children learn to use Makaton signs and communicate well with each other. Children with special educational needs and/or disabilities make remarkable progress in all aspects of their development and are well prepared for the next stage in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff create a warm, positive environment for children and have high expectations for their behaviour which are consistently reinforced by staff. Staff adapt their approach for individual children including those with special educational needs and/or disabilities and still uphold the high expectations of the setting. Staff value and respect children and enjoy interacting with them. They know children so well they can thoughtfully redirect children and keep them engaged with their learning. Staff consider children's individual needs, supporting those who are settling in sensitively so that these quickly feel safe and explore resources.

Children behave extremely well. Staff teach them the words to use when sharing and negotiating with others. They help children to understand the benefits of considering their friend's feelings and model positive manners. Staff build responsive and trusting relationships with children and there is a strong key-person system in place. Children readily approach staff to play with them. They happily talk to staff about their home lives. Staff work closely with parents to promote regular attendance. This enables children to have full access to the curriculum and develop a positive attitude to learning.

Children's welfare and wellbeing: Strong standard

Leaders and staff develop strong working relationships with parents, enabling them to monitor and respond swiftly to concerns about children's welfare and well-being. They are highly observant and ensure that children receive timely support from professionals.

There is a strong key-person system in place and staff get to know individual children's needs well. Staff listen to children and respect their feelings, they are warm and responsive. This helps children feel safe and secure. Leaders are currently supporting staff to deepen children's understanding of different emotions so that they can identify and express these more confidently. Staff use planned physical exercise lessons to teach children about the importance of exercise and how their bodies work. They help children think about personal safety and how to manage risks.

Staff meet the care needs of all children effectively, including those with special educational needs and/or disabilities. They promote children's growing independence, teaching them how to wash their hands and spread butter on their toast. Staff provide a range of healthy foods for snack time and share information with parents so all children enjoy nutritious lunches. Children recall key learning from topics such as healthy eating and oral care and make positive choices about their health and wellbeing.

Leadership and governance: Strong standard

Leaders reflect deeply on the strengths of their setting. They are proud of their inclusive approach and the positive impact this has on children and families in the community. Leaders believe that every child should be exceptionally well prepared for their future learning. They monitor children's progress to identify aspects of the setting which need improving. Leaders are passionate about supporting children with special educational needs and/or disabilities. They ensure staff are trained well to identify and support children through targeted interventions. Leaders take accountability for the progress of disadvantaged children and those known to social care, proactively building relationships with parents and other professionals to ensure children's well-being and development are promoted.

There is excellent teamwork and staff report feeling well supported by leaders. Leaders use daily opportunities to review staff wellbeing and carry out regular supervisory meetings. These support staff to continue developing their practice and empower them to take responsibility for making improvements. Parents speak extremely highly of the setting, commenting that staff 'go above and beyond' in supporting their children and they are very impressed with the progress their children make. Leaders proactively work with local schools and settings to share information so that children 's needs can be met in times of transition.