Kempshott Under 5's Preschool

Inclusion: Expected standard

Leaders and staff provide an inclusive setting, where staff understand and support children's individual needs and interests. Staff know children well and build positive relationships with them. For example, when children start at the pre-school, staff gather detailed information from families to help them understand how the child is developing. This gives staff a clear starting point for planning learning experiences that meet children's individual needs.

Assessment processes are in place to monitor children's progress in relation to typical development expectations. Staff gather information from parents and carers to form a clear baseline. Staff build on this over time by reviewing children's progress and identifying any gaps in their development. This in turn helps staff to recognise when children may need extra help and enables them to plan targeted support as needed.

Staff identify children who may face barriers to learning, including those with special educational needs and/or disabilities, early. They put in place clear targets and individual support plans to help these children make progress. Additional funding, such as early years pupil premium, is used effectively to provide targeted resources, one-to-one support and experiences that build children's confidence and development. For example, staff have purchased water play resources to support children's interests and help them build positive relationships with their peers. Leaders and staff work closely with families and external professionals to make sure children receive the right support at the right time.

Curriculum and teaching: Expected standard

Leaders and staff plan and provide a curriculum that they teach well. Children take part in a wide range of engaging activities that support their interests and spark their curiosity across all areas of learning. For example, children develop friendships and learn to share as they take turns with props during interactive story and singing sessions.

Staff support children's communication and language skills well overall. They engage children in meaningful conversations, provide a narrative for their play and encourage them to recall their previous learning and experiences. However, at times, some staff do not give children enough time before asking further questions. This does not give children consistent opportunities to think or express their thoughts. Staff support children's physical development well. Children benefit from frequent chances to build their coordination through outdoor play, arts and crafts and exploring different materials with a variety of tools. Staff encourage children's cardiovascular development effectively, such as when children ride bicycles, climb equipment and enjoy running in the garden.

Staff join in children's play effectively, supporting their ideas with enthusiasm. For example, when children are using magnifying glasses to compare size. Staff weave mathematical ideas into children's play successfully. They discuss volume, shape, space and measure as children explore with creative activities and materials.

Achievement: Expected standard

Children show they are happy, engaged and enjoy coming to the pre-school. They typically make steady progress in their learning and development, confidently acquiring the knowledge and skills needed for future success. Across all areas of learning, children become confident communicators. They readily share their ideas, describe their experiences and engage confidently in conversations with adults and peers. For example, children talk proudly about what they are adding to their wands during creative play. They act out familiar roles they have seen from home, showing rich imaginative development.

Children achieve well in early mathematics as they count, compare quantities and explore capacity through sand and water play. Their independence is developing well as they choose activities, pour drinks, cut snacks and manage their self-care needs. These achievements reflect secure and age-appropriate development and positive attitudes to learning. As a result, children become confident and capable learners, who are well prepared for their next stage of education, including their transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for children's behaviour, which supports positive relationships and secure routines. They use everyday moments to help children to understand the expectations for their behaviour. For example, during registration and circle times, staff talk to children about behaviours, such as using kind hands and feet, so that children know what is expected of them.

Staff are typically consistent in their approach to behaviour. They help children to play cooperatively, build friendships and learn the importance of turn-taking. This supports children's emotional development and attitudes to learning. Staff praise children throughout the day, including times where children help others, such as tidying away activities. Staff recognise children's efforts and reward their help with stickers. Children respond well to this encouragement and proudly show their stickers to their peers.

Children benefit from a warm and supportive environment that meets their individual needs. Routines are well established, helping children to feel secure and confident. At times, staff do not consistently consider the impact of noise levels on children's engagements. At these, times children become distracted and are not as engaged in their learning, although this is reduced significantly when the garden and the smaller room are used. Leaders and staff understand the importance of attendance and punctuality. They have suitable procedures in place to monitor children's attendance patterns and work with families where needed.

Children's welfare and wellbeing: Expected standard

Staff support children's health and wellbeing well. They maintain a safe and suitable premises. Children show they feel safe and secure as they explore indoors and outdoor play areas with confidence. Health and hygiene routines are well embedded. This helps children to learn habits that support their welfare, such as washing their hands before eating.

Children play in an environment that is safe, welcoming and supportive of their wellbeing. Actions raised from the previous visit have been met. This means risks to children's safety have been minimised. In addition, leaders have put suitable procedures in place when supervising children using the bathroom, which helps to maintain their safety.

Children enjoy daily fresh air and exercise, which supports their physical health and gives them space to be active. Staff use everyday moments to teach children about healthy choices and the impact these have on their bodies. For example, during snack and lunchtimes, staff talk with children about how food they are eating affects their health. These conversations help children to develop an awareness of how to look after themselves. Children have access to programmable toys and screens. However, these are not used often enough for staff to consistently model safe and responsible use of technology.

Leadership and governance: Needs attention

Recent changes in the management structure at this pre-school have created a period of adjustment for the whole team. Leaders are working diligently to review and strengthen the organisation of the management team, yet the transition is having a noticeable impact on staff with key responsibilities and on general staff wellbeing. Several staff members have experienced a decline in wellbeing due to increased pressure and additional burdens during this time. Uncertainty around who will assume key roles has also contributed to the heightened levels of anxiety within the team. There are longstanding weaknesses in the support and supervision sessions provided to staff, including gaps in coaching and mentoring. Staff confirm that they have not consistently received this within the past year, which has limited opportunities for professional growth and reflection.

Despite these difficulties, the team working directly with children demonstrate a positive collaboration. They communicate effectively, share ideas and work with purpose to support children's learning, development and wellbeing. Leaders have met the actions from the previous visit, ensuring that the environment is secure and prevents children leaving the setting unnoticed.

Partnerships with parents and carers and external professionals remain well embedded. Staff describe effective ways they liaise with professionals involved in children's development to maintain continuity of care. Parents speak positively about the pre-school and staff. They comment that the education their children receive is positive and contributes to their ongoing progress. Furthermore, parents describe effective communication between the staff and themselves. Leaders understand the importance of their role in working in partnership with external professionals to help ensure children and families get the support they need without delay.