Kingfishers Pre-Schools

Inclusion: Strong standard

Leaders and staff have embedded a highly inclusive culture where all children, including those facing disadvantage, those with special educational needs and/or disabilities and those known to social care, feel valued and supported. They swiftly identify children's needs and monitor their progress to ensure children receive an appropriate level of support. Adaptations, such as handrails and furniture, are carefully considered and consistently implemented to reduce barriers to children's learning. This ensures every child can participate fully. Staff have a secure understanding of each child's individual and emerging needs and use this knowledge to shape purposeful play and learning experiences. Timely referrals and collaborative multi-agency working ensure children's individual needs are met quickly. As a result, children make rapid and sustained progress in their learning and development.

Leaders and staff provide personalised experiences and opportunities for all children. For example, they use additional funding to purchase resources, such as resources for role play, balance beams, stepping stones and school uniform, which enhance children's learning and experiences. In addition, leaders ensure all children benefit from sessions promoting sport and movement, such as rugby and dance. This further supports children's confidence and physical skills. Staff work in close partnership with the on-site school and with parents and carers, and they actively involve children in decision-making. Older children understand how their funding is being used. This consistently collaborative approach ensures each child receives the right support at the right time.

Curriculum and teaching: Expected standard

Leaders have designed an ambitious curriculum for all children that covers the key areas of learning. Staff generally use children's interests to plan activities that build on what they know and can do. They adapt their practice so all children take part fully in their learning. Staff know children's starting points, needs and stages of development to ensure all children are supported in their learning and development. Children develop a love for books and rhymes. They recall prior learning, such as a visit from 'the animal man', and confidently describe the different animals they saw. Children engage in rhymes and confidently sing, using a microphone, with pride. This supports children's communication and language development.

Children develop their personal, social and emotional skills. Staff support children to express and name their feelings. For example, when children say they are scared, staff respond sensitively and help them understand their emotions. While leaders recognise the need to support staff to help children understand what is expected of them, this is not yet embedded consistently across the setting. As a result, some children are not supported to regulate their behaviour and maintain positive interactions with others.

Children are supported to develop their early mathematical understanding. For example, they build structures using shapes and wooden blocks. Staff encourage children to name simple shapes, such as a square and a triangle. Staff sensitively address misconceptions by counting the sides and talking about the corners. This helps children to build and develop an understanding of shape.

Achievement: Expected standard

All children make progress from their individual starting points across all areas of learning and development. Children engage purposefully in building, with wooden blocks, to create homes for animals. They use mathematical language naturally during play. For example, children count to 10 as they roll large hoops to each other and talk enthusiastically about the biggest numbers they know. As a result, children develop their understanding of number and increase their communication and language skills as they talk and explain their ideas.

Children learn to navigate the outdoor space with confidence as they use bicycles and scooters. They move safely around others and show increasing control in their balance and coordination. Children climb confidently and work together, to build habitats for worms, for instance. This helps children to deepen their understanding of the natural world and develop strength, control and the skills they need for their next stage of education.

Behaviour, attitudes and establishing routines: Expected standard

Typically, leaders and staff have high expectations for all children's behaviour and routines. Children, including those with special educational needs and/or disabilities and those facing disadvantage, experience a calm, warm and highly inclusive environment where they feel respected and valued. Staff are kind and nurturing, and children have formed trusting relationships with them. Staff get to know children very well, including their individual starting points. This helps children to feel secure, confident and ready to learn.

Children take responsibility during daily routines. For example, they tidy up, set the table for lunch and take pride in their contributions. Children move safely around the environment, follow instructions and respond positively to staff. They take turns during group games and listen carefully to identify the sounds of different animals, for instance. Staff introduce songs and visual prompts to support children's routines. However, at times, staff do not always support children to manage their behaviour effectively. This means some children do not understand what is expected of them and occasionally struggle to maintain positive engagement with others.

Leaders promote attendance and punctuality. They monitor attendance patterns closely and work with families to develop routines. This supports children's learning for their future success.

Children's welfare and wellbeing: Expected standard

Leaders and staff place all children at the heart of practice. Staff know individual children and respond with warmth, patience and kindness. All children form secure attachments to their key staff. They approach staff confidently and feel safe and understood. Staff include children in the daily risk assessment of play areas, promote sun safety and remind children to wear hats, apply sun cream and drink plenty of water. This helps children to understand risks and make safe choices to support their wellbeing.

Typically, children learn to use the toilet independently, wash their hands, and collect their own plates and cups ready for mealtimes. Staff encourage children to pour their own milk and water, practising their physical skills. They engage children in conversations, such as talking about where milk comes from, and discuss healthy and unhealthy foods. Children benefit from nutritious foods, including kiwi, watermelon, fish and vegetables. However, staff do not always ensure that children follow consistent hygiene routines, such as washing their hands after playing outdoors. As a result, opportunities to support consistent hygiene habits are not yet fully embedded.

Leadership and governance: Expected standard

Leaders are passionate about their work. They set high expectations for the quality of care and education they provide for all children. This includes for those with special educational needs and/or disabilities, those facing disadvantage or known to social care. Leaders know their setting well and generally understand their strengths and areas for improvement. They act in the best interests of all children. Leaders respond quickly when concerns arise and work in partnership with other agencies, including the on-site school and other settings, to secure appropriate support for children and families. They carefully consider how additional funding is used and monitor the difference this makes. Partnerships with parents and carers are effective. Parents value how caring and supportive staff are and that staff regularly share information about their children's learning and development.

Staff wellbeing is prioritised. Leaders have an 'open-door' policy and regularly check in with staff. Staff typically feel valued and enjoy working at the nursery. Leaders carry out termly supervisions and use feedback from staff to improve the provision. However, leaders are yet to embed support for newer members of staff to help build their knowledge and skills from the outset.