Jubilee Friends Pre-School

Inclusion: Expected standard

Staff and leaders are generally skilled and experienced, with high expectations for all children. They use effective systems, including precise assessments, to identify any emerging needs at an early stage. This allows them to adapt and tailor educational programmes and daily routines as needed, helping to ensure that children's needs are generally supported.

Staff and leaders typically have a clear understanding of how to assess children's development, provide targeted support and review progress effectively. They engage in regular training to strengthen their expertise and hold frequent meetings to discuss and monitor children's progress. Children with special educational needs and/or disabilities benefit from carefully planned, targeted support. For example, staff use visual prompts displayed around the setting to help children manage their energy and channel physical behaviours, such as the urge to push, in a positive way. These tailored strategies are clearly outlined in detailed intervention plans, which are also shared with parents to ensure a consistent and well-rounded approach to support.

Staff closely track each child's progress, with particular focus on those who require additional support. Additional funding is used effectively to enhance provision and further improve outcomes for children. Leaders also provide parents with practical resources and guidance to support learning at home, for example, through activities that strengthen children's listening, attention and sustained engagement. Effective partnerships with external professionals, such as inclusion partners, ensure that children generally receive timely and effective support, helping to overcome barriers to learning from the outset.

Curriculum and teaching: Expected standard

Leaders generally have a clear vision for what they want children to learn and have developed an inclusive curriculum that supports all areas of development. Their intent is to equip children with a secure foundation of skills and knowledge to prepare them well for the next stage of their education. Staff identify appropriate next steps in children's learning and carry out regular assessments, which are shared with parents. However, at times, learning is not structured precisely and effectively. For example, during periods of independent play, some children lose focus and move quickly between activities, which limits the development of sustained attention and concentration.

Promoting children's communication and language development is a focus across the setting. For instance, during outdoor play, staff support children to learn new vocabulary such as 'daisy' and 'stem' while making daisy chains. Staff carefully explain and model how to weave daisies together, enabling children to create bracelets and necklaces. They support and guide the children as they handle the small flowers, encouraging the development of their fine motor skills and dexterity. Staff model perseverance when challenges arise and provide clear, reassuring instructions, helping children to build confidence and independence over time. In addition, as children use climbing equipment, staff encourage them to count aloud, supporting their early mathematical understanding.

Staff support children's emotional development effectively. They encourage children to recognise and name their feelings, offering gentle guidance during moments of frustration. Staff also offer children opportunities to express themselves creatively and build on their gross motor skills through singing sessions. For example, children enthusiastically take on roles, such as 'little pigs' or 'bad wolves', acting out familiar stories while counting backwards from 3 to 1. They also enjoy working with their peers, for instance, by pretending to row a boat together, further supporting their social skills and cooperation.

Achievement: Expected standard

Overall, children achieve well from their individual starting points and make steady progress across all areas of learning. Gaps in development are generally closing. At times, learning is not consistently deepened and extended, which limits the progress some children make over time.

Children typically develop the essential skills and knowledge needed to successfully move on to the next stage in their education. Those with special educational needs and/or disabilities make steady progress, meeting their targeted next steps in a timely manner.

Children develop early mathematical skills, such as counting in sequence both forwards and backwards. Their language skills improve as they engage in meaningful conversations with their peers and adults. They further strengthen their fine motor skills and hand-eye coordination through mark-making and creative activities, including drawing, painting and using small tools. Through imaginative play, children deepen their understanding of the world and develop their role-play skills, for example when using play food and utensils to recreate familiar experiences. Outdoors, children build their physical confidence and coordination as they learn to safely use equipment, such as climbing frames, poles, swings and see-saws, demonstrating increasing control, balance and independence.

Behaviour, attitudes and establishing routines: Expected standard

Staff and leaders maintain high expectations for every child. They foster warm, nurturing relationships and create a calm, purposeful environment where children generally remain engaged and motivated in their play. Clear routines and consistent boundaries help children to feel secure. As a result, they understand expectations and follow them with confidence and independence.

Staff and leaders act as positive role models, clearly explaining behavioural expectations in ways that are appropriate to children's ages and stages of development. Children generally behave very well, demonstrating enthusiasm and high levels of energy in their play. When minor behavioural challenges arise, staff respond promptly and sensitively, offering reassurance and clear guidance to support children in managing their behaviour.

Staff consistently encourage children to cooperate, share resources and take turns. For example, during tidy-up times, children work collaboratively with their peers to sort resources into the correct containers and return them to their designated areas. This supports their sense of responsibility, teamwork and organisation skills.

Although attendance has improved significantly, leaders continue to implement effective monitoring systems. They work closely with families, offering flexibility and support to ensure that all children attend regularly and do not miss valuable learning experiences.

Children's welfare and wellbeing: Strong standard

Staff and leaders create a warm, welcoming environment where children feel safe, valued and able to thrive. Well-established routines give children a secure sense of security and help them feel confident and settled throughout the day. For example, children begin their day with a group session where they greet adults and their peers. During this time, staff clearly introduce the activities available, encouraging children to make independent choices about what they would like to explore next.

Staff provide meaningful opportunities for children to develop healthy and active lifestyles. They encourage independence in daily routines, such as dressing and undressing and washing hands before mealtimes. Regular visits to the local park help children learn how to stay safe beyond the setting. While there, children confidently explore a range of equipment, learning to navigate space, avoid hazards and take appropriate risks, all of which support their physical development. During mealtimes, children make healthy food choices, independently pour their drinks and safely use knives to butter their toast, further promoting their self-care skills and independence.

Warm, trusting relationships between staff and children are evident throughout the setting. Staff consistently support children in recognising, understanding and expressing their feelings, offering gentle and sensitive guidance when needed. As a result, children develop a secure sense of emotional wellbeing and feel included, respected and valued during their time at the setting.

Leadership and governance: Expected standard

Since the previous inspection, leaders have worked diligently to identify and prioritise key areas for development within the setting. While the quality of teaching has improved and children now benefit from timely referrals to access additional funding that supports better outcomes, these improvements are not yet fully embedded. As a result, the curriculum is not always implemented with consistency and precision by all staff.

Leaders place great emphasis on staff's wellbeing and professional development. Staff benefit from regular supervision meetings and targeted training opportunities that enhance their knowledge and practice. For example, they meet frequently to review children's progress and receive guidance on how to better support children with special educational needs and/or disabilities. Leaders also ensure that robust policies and procedures, including safer recruitment practices, are consistently followed to promote children's safety and welfare. Consequently, staff continue to develop professionally and report high levels of job satisfaction.

Leaders have established secure and effective partnerships with parents and external professionals. Parents feel welcomed, supported and well informed, and they recognise the positive progress their children are making. Through a proactive and inclusive approach, leaders ensure that all children, including those who face barriers to learning, receive appropriate and timely support to help them succeed within the setting.