Hazeltots Pre-School

Inclusion: Strong standard

Leaders show a very high commitment to meeting the needs of all children, who attend the setting. Processes for quickly identifying and assessing emerging gaps in children's learning are consistent and have a very positive impact on reducing potential barriers to learning. Parents are fully supported to be a part of their child's successes and the next steps planned for their development.

Leaders demonstrate inspiring leadership in their support of children known (or previously known) to children's social care and children with special educational needs and/or disabilities. They maintain an unwavering focus on constantly reflecting on improving outcomes for these children, ensuring their progress remains the priority in all decision-making and that all children benefit from an early years education.

Leaders work very closely with outside agencies and professionals to provide a joined-up-approach to support children while at the setting. Professional development is meticulously planned to ensure staff gain the highest level of knowledge and practice for the specific needs of children. For example, a recent course has significantly increased the skill set of the team to precisely focus on the personal, social and emotional development of children. Funding has supported a recent exciting addition to the garden area of a new sandpit, located in a purpose-built shed, to increase opportunities for children to immerse themselves in further sensory play.

Curriculum and teaching: Expected standard

Leaders have worked tirelessly in reviewing and strengthening the curriculum with a focus on children's personal, social and emotional development. Leaders gather lots of information to assess children's starting points to carefully plan for their future learning. Leaders and staff adapt interactions and practice towards children with special educational needs and/or disabilities to ensure they make progress that is individual to their abilities and own unique strengths and characteristics.

Staff support children to build higher levels of communication and language. They engage in conversations with children, posing questions and giving them time to answer using their own words and increasing vocabulary. For instance, as children play in the sandpit, they excitedly share that they have made a 'kingdom' with a 'moat' of water surrounding it. Staff introduce mathematical language and new concepts to build on children's understanding. For example, as they expertly use tweezers to place different pom-poms onto shapes, they notice similar patterns.

Children benefit from occasional planned forest school time in the community, to help build confidence and resilience in taking physical risks in their play. However, the successful elements have not yet been incorporated into the curriculum used in the setting, to help children to build on their new found skills.

Achievement: Expected standard

Children gain the skills they require for school and the next stages of their learning. Leaders ensure they assess children across all areas of learning with a strong focus on developing independence and confidence. Children have strong emotional resilience and are encouraged to make informed choices throughout the day to support their own regulation. Staff plan small-group time to support children, who have gaps in their communication and language skills. This helps children to build higher levels of attention, listening and language.

Staff help children to build a love of books. They eagerly listen to interactive stories and use puppets to re-enact their favourite characters from their increasing memory and recall skills. Children are given ownership and responsibility in their own learning. For instance, children understand the daily routine as they put away all their belongings when they arrive at the setting and self-register by placing their name on the board. While children make positive progress, some aspects of their learning are still becoming more consistent as the curriculum continues to build progression across all areas.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have successfully established a calm and positive environment that supports children to arrive eager and very motivated for the day ahead. Routines are clear and are introduced consistently by all staff, which also helps children to build a deeper understanding of expectations.

Children are expertly supported to recognise, articulate and find their own strategies for managing their emotions. For instance, staff skilfully get down to a child's level, sensitively explore how they are feeling and offer them choices of what they would like to do next. As such, children's rising feelings are very promptly supported, enabling them to develop excellent self-regulation and the ability to work harmoniously with others. Children build very trusting and emotionally secure bonds with a staff team, who demonstrate a genuine interest and an in-depth understanding of each and every child who attends the setting.

Leaders work in close partnership with families to promote and monitor regular attendance. From this, children benefit from continuity in their learning, which has a significant impact on their overall progress. Children collaborate exceptionally well and use the social skills that staff help them to achieve. For instance, when creating a farm for the animals, they recognise the need for additional resources and work together to problem solve, negotiate, take turns and listen intently to each other's suggestions. This helps children to be confident, resilient learners for the next stages in their future learning.

Children's welfare and wellbeing: Strong standard

Leaders ensure that the level of care provided at the setting is highly effective and consistent in meeting the needs of all children. The staff team demonstrate a deep understanding of each child's circumstances, ensuring that disadvantaged children, children with special educational needs and/or disabilities, those known or previously known to children's social care and those facing barriers to learning, receive targeted, timely and collaborative support. The team are highly responsive to the differing needs of children, which are thoughtfully addressed, enabling all children to make strong progress from their starting points, such as staff attending highly specialist training.

Children have notably strong relationships with staff, which helps them to feel very safe and emotionally secure. Children display high levels of trust and immediately seek comfort and reassurance from staff if required. Staff provide very high levels of opportunities to help children to develop their physical skills, learn to take calculated risks and understand about making healthy choices. For example, children delight in being solely responsible at snack time for choosing and preparing fruits and clearing away their cups and plates.

Staff encourage children to respond and manage their own emotions through their highly effective role modelling, consistent praise and insightful discussions with children. They demonstrate a deep understanding of the vital role outdoor play has in promoting and enhancing children's overall welfare and wellbeing. As a result, children develop a strong sense of self, emotional security and sustained emotional wellbeing.

Leadership and governance: Expected standard

The setting prides itself on having a leadership and staff team, who have dedicated many years to developing the ethos of this community-based pre-school. Leaders have been strategic in demonstrating a reflective vision, since the last inspection. They continue to fully involve staff in continuous improvements. However, an even sharper focus on self-evaluation is required, to more fully embed the successful changes and overall quality within the setting.

Leaders provide robust support and challenge to build higher levels of accountability and reflective practice within the team. Regular supervisions ensure staff can express their own ideas and suggestions. Staff wellbeing is prioritised, resulting in a motivated team who feel valued and respected. For example, leaders ensure that staff are given dedicated time to review the progress their key children are making and precisely plan appropriate next steps. This helps to ensure that every child, regardless of potential barriers to their learning and development, continue to thrive.

Professional development opportunities are purposeful and well planned, to provide targeted support to individuals and the team. For instance, staff have attended training to support the development and enhance the planning for an even more ambitious curriculum at the setting, to help all children to develop and progress.