Kidspace Pre-School Hinckley

Inclusion: Strong standard

Leaders are committed to making a difference to the lives of all children, including children with special educational needs and disabilities (SEND) and those previously known to children's social care. They have established an inclusive culture, where children are extremely well supported. Leaders and staff consistently make sure that the barriers children face are swiftly identified and effectively addressed. Leaders support staff to use their robust assessments to enable early identification of children who may require additional support. Staff implement targeted support plans for each child, clearly identifying their individual needs and next steps. As a result, children make progress and receive tailored support that helps them to develop the learning and confidence they need to achieve their developmental goals.

Staff plan small-group activities specifically for children to support their communication needs. This enables staff to provide more focused interactions, resulting in children having increased opportunities to communicate and develop their vocabulary in expressing their thoughts and ideas. Children with communication and language barriers participate in well thought out sensory activities. Through engaging, hands-on play experiences, children are encouraged to explore, communicate and use new words. Staff model language, use pictures and sign language, where appropriate, to respond to children's interests.

Leaders and staff work collaboratively with parents and other professionals to ensure that children with SEND are supported. Staff work closely with parents and regularly keep them updated on their child's development. Leaders demonstrate a secure understanding of how they use early years pupil premium and additional funding strategically to support individual needs. Leaders ensure that local partnership strategies have a positive impact on the children in the setting.

Curriculum and teaching: Expected standard

Leaders and staff, overall, implement a well-planned curriculum that supports children's learning. They understand what children can already do and use their assessments of children's abilities to focus precisely on what children need to learn next. Staff use various strategies, props, repetition, actions and gestures to ensure that children are able to enjoy group time and singing.

Overall, teaching is effective as staff understand how children learn. Staff plan a wide range of activities to support children's learning as well as facilitate child-led play. For example, children use a range of resources, jugs, pipets and pipes in a water activity. Older children learn how to play cooperatively through dressing-up activities by negotiating their ideas and sharing resources. However, staff do not always ensure that mathematical concepts are explicitly planned and embedded throughout children's daily experiences to enable all children to develop confidence in their mathematical learning.

Staff plan daily sports sessions to support children's physical development and help them to develop their fine motor skills through activities such as drawing pictures of themselves and mark making. There is a sharp focus on developing children's communication and language skills and nurturing their love of books by reading to children daily.

Achievement: Expected standard

Generally, children make appropriate progress and acquire age- and stage-appropriate skills in the learning areas. Disadvantaged children and children with special educational needs and disabilities receive the necessary support to reach developmental goals.

Older children are prepared for the next stage of learning. They are beginning to develop their confidence in managing change and talking about new experiences. For example, during discussions about moving to a new school, children share their thoughts and feelings and listen carefully to others' views. Children are becoming confident communicators who express their ideas, ask questions and respond thoughtfully to others. From a young age, children learn to become independent in meeting their own needs. They feed themselves using spoons, access their own lunch boxes, make healthy choices at snack time and manage simple self-care routines with increasing confidence.

Children are developing their confidence through a range of group experiences, including sports sessions and communication groups. They learn to share resources, take turns, play collaboratively and build positive friendships. These experiences help children to strengthen their communication and social skills by becoming increasingly confident when working and playing alongside their peers.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff effectively support children to have positive attitudes to learning. They have established a respectful, nurturing and inclusive environment where children feel valued and ready to learn. Staff use stories and discussions to help children identify and label their feelings. Leaders and staff are positive role models who demonstrate respect and enthusiasm in creating a positive learning environment. Expectations for behaviour are clear and consistently applied; any unwanted behaviour is addressed promptly and sensitively. Staff support children to understand the importance of being kind and considerate towards others.

Staff establish a clear and consistent routine that actively involves children and supports their growing independence. For example, a musical instrument is used to capture children's attention, who recognise this signal as an indication that they need to prepare for lunchtime. This enables children to understand expectations and transition confidently between activities. Children's photographs are displayed alongside information about their individual interests. Children proudly point to their own photographs and recognise themselves. This allows the child to feel valued, recognised and included in the environment. Children have positive relationships with staff and feel secure in approaching them to ask for help. Leaders closely monitor children's attendance and work in partnership with families to promote the importance of attendance, ensuring that children have consistent opportunities to learn.

Children's welfare and wellbeing: Strong standard

Children are very well cared for. Each child is assigned a key person who knows them and their family incredibly well. Staff respond quickly and thoughtfully to children's changing needs. All children, including those with special needs and disabilities, receive sensitive, consistent care that enables them to participate fully in all aspects of the provision. Children who require a sleep are provided with an individual sleep bag, which promotes good hygiene and helps to ensure they can rest safely and comfortably. Staff ensure that children's privacy is respected during nappy changing. Staff supervise children in small groups during mealtimes to ensure their individual dietary needs are met and to promote safer eating practices. Leaders have implemented rigorous systems to ensure that all staff are fully aware of children's allergies and dietary requirements. Thoughtful adaptations to the daily routines ensure that all children feel included and valued.

Staff work closely with parents to promote healthy eating habits and ensure that children are provided with healthy and nutritious lunches. Staff engage children in conversations about healthy choices, discussing topics such as their favourite fruits or vegetables, helping children to develop their understanding of a balanced diet. Children confidently follow routines and understand the importance of good hygiene as they independently wash their hands before mealtimes. Children are supported to develop their understanding of how to keep themselves safe. During outings and trips, staff engage in conversations about safety, such as stranger danger. Staff also work in partnership with parents to promote children's safety and wellbeing beyond the setting, including sharing guidance about appropriate screen time and supporting families to understand the impact of digital habits.

Leadership and governance: Expected standard

Leaders provide children with quality care and education and have an ambitious vision for the setting. The curriculum sets out what the children must learn by outlining the knowledge and experiences that children need to develop at different stages of their development. Staff feel supported in their roles and leaders carefully consider their wellbeing, contributing to a positive team culture. Leaders provide regular professional learning opportunities for staff and some constructive feedback, which, overall, equips them to carry out their roles successfully. However, support is not always targeted precisely to the individual needs of staff to ensure that consistently high-quality teaching is embedded across the setting.

Parents speak positively about the communication and information they receive about their child's progress and daily routine. Leaders and staff actively involve families in the setting's events and value their contributions. Parents of children with special educational needs and/or disabilities particularly appreciate the support provided by staff and recognise the progress their children are making.