Kidspace St Marys Pre School

Inclusion: Strong standard

Leaders and staff are committed to ensuring that every child achieves their full potential, regardless of any barriers to learning. Children's individual needs are identified swiftly and effective, strategic support is put in place. Leaders work closely with a range of external professionals and use their guidance to inform next steps. Staff receive relevant training, which is shared across the team to strengthen practice and promote consistency. Staff skilfully adapt their practice in the moment, for example, by using visual timetables to support children's understanding of 'now' and 'next'. During group times, such as singing sessions, staff use props, including wooden spoons, alongside visual prompts to ensure that all children can participate and have a voice. These approaches are particularly effective for children with special educational needs and/or disabilities and those who speak English as an additional language, as they support communication and understanding.

Leaders use additional funding effectively to provide targeted support, including small-group and one-to-one sessions. As a result, children make strong progress from their starting points, particularly in developing vocabulary, confidence and social skills. Regular meetings between staff, key persons and parents support the ongoing review of children's development. This inclusive environment ensures that all children are supported to access the curriculum and achieve well.

Curriculum and teaching: Strong standard

Staff tailor their teaching to children's individual stages of development, building on what they already know and can do. Staff's interactions are warm, responsive and purposeful. They engage at children's level, listen carefully and follow their interests, including developing experiences from home. For example, staff create a pizzeria role-play area linked to children's experience. This supports children's personal, social and emotional development, helping them to feel secure, valued and confident.

Mathematics is embedded naturally in play. For example, children use number names as they press buttons on a till and exchange paper money in imaginative role play. They count blocks when building and line up toy cows in order of size, developing early number and comparison skills. Physical development is promoted well indoors and outdoors. Children strengthen gross motor skills as they balance, climb and jump with increasing confidence, while fine motor control is developed through activities, such as manipulating play dough and using tools to create different effects.

Staff adapt their language, instructions and ideas in the moment to support children with special educational needs and/or disabilities, making reasonable adjustments, so all children can access learning, participate fully and make progress from their starting points.

Achievement: Strong standard

Children make consistently clear progress from their starting points. Those who began their time at the setting with limited vocabulary now use full sentences to express their needs and share ideas. Children who receive targeted support to overcome barriers to learning increasingly achieve in line with their peers and sustain high levels of engagement. For example, during a planting activity, some children count petals and compare quantities, while others explore the changing textures of soil and water and the sensory experience this offers. Children who speak English as an additional language communicate their needs confidently through well-established visual supports.

Children are very well prepared for the next stage in their learning, including school. Effective transition arrangements are in place, particularly for children with additional needs, so that information is shared in a timely way and children settle quickly into new routines.

Behaviour, attitudes and establishing routines: Expected standard

Clear and consistent routines help children to understand what is expected of them and support calm, purposeful learning. Children move confidently between activities and generally behave well. They cooperate and build positive relationships. For example, older children show younger children how to hold scissors safely, and others play alongside each other in role-play areas, developing social skills and confidence. When minor disagreements occur, staff intervene promptly and support children to resolve issues, helping them to learn how to manage their behaviour and relationships.

Children form warm, trusting relationships with their key persons. They arrive happily, often greeting staff with enthusiasm, and seek out familiar adults for reassurance or to share experiences from home. This supports children's emotional security and sense of belonging. Children are kind, and they show care for one another. However, expectations for courtesy are not always consistently reinforced. For example, children do not routinely use 'please' and 'thank you', and opportunities for staff to model and embed this are sometimes missed.

Leaders have secure systems to promote good attendance in place. They work closely with families, including through regular communication and home visits where needed, to reduce barriers. As a result, children attend regularly and benefit from continuity in their learning and development.

Children's welfare and wellbeing: Expected standard

Staff meet children's individual needs well, including those with special educational needs and/or disabilities and children who speak English as an additional language. Adults adapt their communication to help children share their thoughts and needs. Where children lack the words, staff use visual prompts, such as an emotion board or emotion lanyard, to support expression. This helps children to build confidence and develop their understanding of feelings.

Children understand key messages about oral health and talk confidently about toothbrushing at home and are proud to share that 'brushing my teeth stops them being yellow'. However, some snacks and drinks brought from home do not reinforce these messages. Leaders share guidance with parents, but staff do not always use mealtimes to challenge choices and deepen children's understanding. Further work is needed to help children and families make healthier choices consistently.

Mealtimes are calm and sociable. Staff promote conversation, turn-taking and children's social development. Children pour their own milk at snack time and wash their hands before meals. Arrangements for rest and sleep are safe and well organised. Children have clean, suitable spaces for rest, and staff follow safe sleep procedures.

Leadership and governance: Strong standard

Leaders have a clear understanding of the setting's context and have established a culture of continuous improvement to reflect the cohort they are supporting. They are ambitious for children and work collaboratively to evaluate strengths and identify areas for development. Leaders respond flexibly to the changing needs of children and families, offering timely support where needed. Through deep commitment and meaningful relationships with parents, leaders ensure that all children, including those who face barriers to learning, are welcomed and able to thrive within this inclusive setting.

High expectations of professional practice are embedded. Leaders place a high value on staff's wellbeing and workload and use regular supervision to provide support and challenge. Staff receive constructive feedback and access relevant training, which is shared across the team to promote consistent practice. For example, recent training on autism has been cascaded effectively, helping staff to meet children's needs and support strong progress.

Leaders build positive partnerships with parents and make sustained efforts to engage those who are harder to reach. Parents feel informed and involved in their children's learning. As a result, children are very well prepared for the move to school and families feel supported with the next steps.