Holme Village Pre-School

Inclusion: Strong standard

Through robust assessments, staff swiftly identify emerging gaps in children's progress. They contact external professionals, such as speech and language therapists, who provide strategies and advice about the most appropriate support at any given time. Leaders drive teaching and support for groups of children who face barriers to their learning. They ensure that all staff access training to help them adapt teaching methods effectively for different children. Consequently, staff support children very well, aiding teaching at a suitable pace for each child. Regular review and precise identification of what children need to learn next contribute to the sustained progress children make.

Leaders attend meetings with professionals and parents and carers to help ensure that any changes in children's circumstances are reflected in the emotional support children receive. For example, staff encourage children to talk about important people at home and how they feel when some people move away or join their family. This helps children feel safe and ready to learn.

Leaders carefully allocate additional funding, including for extra staff, to help ensure that children can learn effectively. Staff work very well together, sharing their experience to help plan the sequenced curriculum that promotes inclusion for all children, including those children with special educational needs and/or disabilities.

Curriculum and teaching: Expected standard

Staff value assessment, using their observations to help plan suitable activities for children. Key persons are instrumental in communicating with parents, highlighting children's progress. As a result, children continue to learn in the pre-school and at home.

Leaders ensure that communication and language is embedded in the curriculum. Staff introduce new words for children to hear and to use themselves. Staff have high expectations of what children can do and understand. They give children time to return to activities to practise and consolidate what they have learned. Staff encourage children to squeeze, shape and cut dough, helping them to strengthen their muscles in their hands and arms. They facilitate games and activities that allow children to take turns, follow instructions and consider others. This contributes to children's readiness for school.

Staff use their skills to adapt the curriculum to help support children who face barriers to their learning. They plan activities that inspire children to explore in different ways while following their interests and stage of development. For example, while some children sort pom-poms into colours and sizes, others practise scooping the pom-poms, feeling the textures on their skin. Staff describe what children are doing, incorporating new words to help strengthen children's recognition of mathematical concepts.

Achievement: Expected standard

All children are growing in confidence and are developing a desire to learn. They play and explore alongside their peers, learning from each other and trying out new skills for themselves. Children with special educational needs and/or disabilities and those who face other barriers to their learning join in group activities and daily routines effectively. They feel valued and included because they are well supported by staff.

Children are developing their vocabulary and conversational skills. They are learning about rhythm and the pattern of sounds through songs and stories. They are developing the confidence to speak in small groups and understand how to express themselves. Children are learning how to listen to each other and to adults. From a young age, children learn skills to aid their independence, such as dressing and toileting. Children are gaining early literacy and numeracy skills as they find their names written on cards and are encouraged to count how many children are in a line ready to move to a different room. This contributes to children's readiness for the next stage in their learning at school.

Children are not consistently supported to develop their thinking skills so that they are able to independently solve problems.

Behaviour, attitudes and establishing routines: Expected standard

Staff know children well. Key persons ensure that they quickly build trusting relationships. This helps children to feel safe and secure in their care. Through their knowledge of each child, key persons drive adaptations to routines and the curriculum. They help children to understand the consistent expectations and consequences of their behaviours. Leaders deploy staff effectively so that children who need additional support to manage their actions or emotions receive this. They make sure that children understand the information they give them about daily routines. For example, staff show children pictures or objects. They give reminders before times of transition, such as before group activities or mealtimes. Familiar routines contribute towards children's security.

Staff are good role models, helping children to identify what is expected of them. They give reassurance through gentle reminders. For example, staff assure children they will have a turn during games and activities. This supports children to regulate any anxieties and their actions. As a result, there is a harmonious atmosphere in the pre-school.

Leaders work closely with parents to help ensure that children consistently attend and arrive on time. They swiftly identify any patterns of non-attendance, finding ways to support parents. As a result, children foster a positive attitude about their own attendance and confidently enter the pre-school with their friends.

Children's welfare and wellbeing: Expected standard

Children embrace opportunities to take part in physical activity. They enthusiastically join in activities that staff deliver in fun and memorable ways. Staff talk to children about the importance of hydration, a balanced diet and rest to help them adopt positive lifestyle choices. While children eat, staff sit with them and ensure that food is cut appropriately to help prevent accidents. Children are not rushed. Staff guide them when they need additional support to recognise when they need more or less food at a given time. This helps children to begin to regulate their own eating habits.

Staff quickly build positive relationships with children and through early discussions with parents. They quickly identify times when children feel unsettled, tired or sad. Staff offer comfort and reassurance and provide a quiet space for children to relax and rest. As a result, children feel valued and safe.

Staff work with parents and carers at times of transition, such as toilet training. Good hygiene practices, such as washing hands, are routinely promoted throughout the pre-school. As a result, children follow the positive examples they see others independently do. Staff remind them of the reasons for such practices. This helps to strengthen children's learning.

Leadership and governance: Expected standard

Leaders work closely with staff to help identify areas for development within the pre-school. They make plans that have a positive impact on children's progress and welfare, implementing these together. For example, leaders are currently reviewing the outside environment to help enhance children's learning experiences.

Leaders value staff and provide strong support for their wellbeing, including during times of absence and change. They value staff, who foster this supportive ethos, and this is reflected in staff's own attitudes and dedication.

Leaders recognise strengths, such as the focus to provide an inclusive environment that enables all children to access the curriculum and feel safe and valued in the pre-school. Leaders are motivated to make continual improvements and adapt practice to reflect the cohort and individual needs of children and families. They seek advice and guidance from other professionals and cascade information throughout the staff team.

Committee members recognise the importance of their responsibilities to hold staff to account for the quality of provision. Leaders acknowledge there is scope for committee members to further enhance their knowledge of how children learn and aspects of the statutory requirements. This includes establishing a more structured induction process for new members.