Jasmine Park Pre School

Inclusion: Strong standard

Staff work with pace and professional accuracy to identify and understand children's unique and individual needs very quickly. Once identified, staff swiftly respond to mitigate any barriers children may face. This attentive and tailored practice helps to ensure everyone is supported to make the best start in life. Leaders carefully consider and plan how to spend any additional funding, such as early years pupil premium, to maximise its impact. They review and monitor children's progress in line with spending to satisfy themselves that this additional financial support is successfully fast-tracking children's development.

Some staff have completed specific training in teaching children with special educational needs and/or disabilities (SEND) and use their expertise to offer children excellent support. Notably, a very broad range of links with wider professionals are fully established, and often called upon, to offer children truly wonderfully targeted care. This is a highly inclusive provision, with a well-deserved reputation for offering children with SEND excellent opportunities.

Curriculum and teaching: Expected standard

All children are making steady progress in their communication development. Staff use a mix of teaching methods to support children's language skills, including verbal instructions, images, flash cards and sign language. These varied teaching methods enable everyone to fully understand instructions and extend their speech. For instance, younger children are shown images to help them understand and follow routines. Older children debate and discuss complex topics confidently. They share their opinions and engage in two-way conversations with ease. This inclusive and effective teaching enables everyone to become confident communicators. However, sometimes when children are engaged in their play, staff interrupt children to move on to the next task, which does not promote their sustained concentration and deep focus.

Leaders and staff deliver an ambitious curriculum for children. They define with great care what they want children to learn. A clear 'curriculum statement' underpins everything staff do. Collectively, staff decide when and how the intended learning will be delivered. For example, themes and topics are used to follow children's interests and plan a range of exciting activities, linked to children's ever-changing preferences. This careful and considered curriculum design helps to ensure that teaching is well sequenced and builds on what children already know and can do. After activities, staff often check that their teaching has had the desired impact. They check what children know by asking them to recall key knowledge. For example, after social group time, staff and children discuss their favourite songs and what they can remember from the songs. This assures staff that their good teaching is supporting children's development as intended.

Staff make regular observations of children, noting their 'wow' moments and recording their progress in children's learning journey documents. They use these assessments to understand children's abilities and interests, and staff identify broad next steps to inform their teaching.

Achievement: Expected standard

Children are confident, curious and independent learners. They choose where they would like to play, with intent and purpose. Children remain continually occupied and busy in this stimulating setting. Children learn early mathematics and counting through everyday tasks. For example, children share coins to buy imaginary baked buns during a singing activity. Children problem-solve, count and understand quantity during this engaging task.

Children practise and master their gross physical skills. They kick and chase balls, throw beanbags and carefully roll hoops when playing outside. They learn to take safe risks, such as climbing steep slopes and balancing as they jump on small trampolines, refining their coordination. Children's fine motor skills develop well as they manipulate dough and use small diggers to move sand around a tray. Both tasks require precision and dexterity.

Children enjoy story time. They giggle and scream as the story progresses, illustrating their anticipation, focus and enjoyment. Children enjoy books and reading from an early age, which enhances their literacy and language skills. In summary, children enjoy the range of activities and make steady progress.

Behaviour, attitudes and establishing routines: Expected standard

Staff teach children how to take turns. For example, when playing outdoors, children line up and wait to use the slide. Children are patient and, overall, their play is cooperative and orderly. Staff praise this positive behaviour to reinforce children's awareness of right and wrong. Relationships between staff and children are a notable strength. Staff are kind, warm and friendly in their interactions with children. Strong bonds are evident, as children often seek staff out to join in their games, clearly reassured by these positive relationships.

Leaders work with families to promote good attendance. They quickly contact parents if children are not present to understand the reasons contributing to absences. This continued focus on attendance is impacting positively, and leaders report that attendance is consistently high.

Overall, children behave well. When children occasionally experience disagreements, staff intervene and help children to work through their feelings and empathise with others. However, this intervention is not always consistent among all staff, and, occasionally, children are not fully supported to learn how to resolve conflict.

Children's welfare and wellbeing: Strong standard

Staff and leaders work extremely closely with parents to promote children's excellent health. For example, they share a wealth of information with parents about healthy eating and how to offer children a balanced and nutritious range of food groups in each meal. Children talk about eating 'good food before their treat', indicating that children have an impressively mature understanding of the impact food has on their energy and bodies. Furthermore, staff teach children about oral hygiene and dental care through activities and games. This further extends children's exceptional awareness of personal care. Promotion of children's health is simply exemplary.

Children are highly independent and look after themselves, promoting their personal welfare and wellbeing. Children talk about recycling and taking care of the environment, demonstrating a tremendous appreciation of their impact on the world around them. Children self-register their attendance each morning, taking responsibility for themselves. Children learn to express their emotions when talking about how they feel during social group times. They discuss feeling sad and happy, developing an awareness of feelings in age-appropriate ways. Children show strong emotional wellbeing, and they acquire key skills and confidence that serve them well for the next stage in their learning.

The role of the key person is the bedrock of children's emotional security. Staff are exceptionally kind and caring. In turn, children thrive because they are incredibly happy and extremely well supported by positive relationships shared with staff. Children play and learn in a highly safe and secure space. The hall is occupied by other groups occasionally, and staff routinely and rigorously check to ensure changes or unexpected risks are not present. A safety checklist helps staff to ensure nothing is missed or overlooked. Safety standards are impressively high.

Leadership and governance: Expected standard

Leaders and staff are committed to the pre-school's future. They often reflect and evaluate their practice. They identify areas that are working well and other aspects of the service that may benefit from revision or development. They set challenging goals for themselves to drive improvements. For instance, leaders intend to update the assessment systems to help staff offer even more targeted teaching for all children.

There are strong lines of communication between staff and parents. Parents find the frequent information-sharing reassuring, as it enables them to have a comprehensive awareness of children's experiences and learning in the pre-school. Partnerships with parents are a key strength of this provision.

Staff enjoy a range of training opportunities relevant to their professional role and responsibilities. They are skilled, and the quality of their professional practice is effective. However, extending training opportunities even more will help to build staff knowledge, particularly relating to confident and consistent behaviour management techniques.