Ladybirds at MSA First School

Inclusion: Strong standard

Assessment and monitoring procedures are highly effective and securely embedded. Staff demonstrate an in-depth understanding of children with special educational needs and/or disabilities (SEND) and those facing barriers to learning. They know exactly what children can do and what they need to learn next. Staff are skilled at adapting their support with flexibility and precision. Gaps in children's learning are identified early and addressed promptly through well-targeted interventions. For instance, staff consistently use individual timetables to help children who find it difficult to move from one activity to another. All interventions are shared with parents and reviewed regularly to ensure they are having a positive impact on children's learning and development.

Leaders have a secure knowledge of local procedures, including how to seek support from professionals and how to access additional funding when needed. They target this funding precisely to each child's individual needs. This includes training and specific resources to support children with personal, social, and emotional difficulties and those who need help with their communication and language skills.

Leaders and staff are highly ambitious for all children. There is shared ethos on ensuring the environment is supportive, understanding, and inclusive to enable all children to engage and succeed. Consequently, children with SEND and those with other barriers make continual progress from their starting points.

Curriculum and teaching: Strong standard

Leaders have designed a wide ranging and carefully sequenced curriculum that enables all children, including those with special educational needs and/or disabilities (SEND) and barriers to learning, to develop the skills and knowledge they need for school and beyond. Assessment is regular and purposeful and used effectively to inform teaching. Staff ensure children's next steps are clearly identified. Staff demonstrate a secure understanding of how to provide inspiring, engaging and meaningful learning opportunities. They consistently adapt the levels of support they give children depending on each child's strengths and needs. For instance, staff offer reassurance and a supporting hand for younger children and those who are less confident with their physical skills as they navigate an obstacle course in the garden.

Staff use the environment to successfully promote high levels of involvement for children of all ages and stages of development. There is a thoughtful balance between focused teaching and high-quality interactions during children's play. Staff are highly skilled in recognising when to intervene and consistently make the most of opportunities to extend children's learning. For instance, when children show staff seeds they have found, staff respond enthusiastically, saying, 'That's a seed. We could plant that in the egg box,' before supporting them to do so.

Staff weave mathematical language into daily routines and spontaneous interactions. For example, older children are supported to count how many children are present. Staff then then help them calculate how many children will remain after others leave at lunchtime. There is a clear and embedded focus on promoting children's communication and language, and their personal, social and emotional development to help children express themselves and their feeling with confidence.

Achievement: Strong standard

Children demonstrate clear achievement across the curriculum and make continual progress from their starting points. They develop a wide range of key skills and knowledge that prepares them well for school. Younger children show increasing independence with all aspects of the daily routines. They manage most tasks without prompting and support from staff.

Children are confident communicators who readily share their ideas with staff. Older children use ambitious vocabulary, such as 'cocoon' and 'chrysalis,' as they share books about caterpillars and butterflies. Physical development is progressing well. Younger children show increasing control of their small hand muscles as they use spray bottles to water seeds. Older children use pens and paintbrushes with precision.

Children consistently display positive attitudes to learning. They engage eagerly, sustain concentration, and take pride in completing tasks, such as following the full process of planting cress seeds. Children's mathematical understanding is secure. Older children count accurately and younger children use language, such as 'more,' 'less,' 'bigger' and 'smaller.' Children with special educational needs and/or disabilities (SEND) begin to use sand timers to support turn-taking with others.

Behaviour, attitudes and establishing routines: Strong standard

Consistent high-quality interactions and sensitive reminders from staff help children follow clearly embedded routines and boundaries. Staff are highly skilled in managing minor incidents sensitively. They expertly teach children to manage conflicts and express emotions appropriately for their age and stage of development. Staff's thoughtful approaches equip children with the language and strategies they need to regulate their behaviour and feelings now and in the future.

Staff embed a wide range of behaviour strategies extremely effectively. For example, children use timers to share. They receive warm reassurance and praise, and are supported with clear, simple language, such as 'let's wait for our friends,' and 'well done for making a good choice.' Relationships with children are extremely well developed. Staff always respond promptly when children require support or help. They value each child's contributions and uniqueness.

Children are highly engaged and show determination in their learning. Staff reinforce routines consistently, using warnings and individual timetables for those children who need additional support. They involve children in tasks, such as counting out cushions for group times. Staff continually model care and kindness. They praise children for using words to communicate, and support positive social interactions.

Leaders and staff work closely with parents to support attendance. They offer practical guidance to ensure children attend regularly and arrive on time to gain the most from their sessions.

Children's welfare and wellbeing: Strong standard

Staff consistently prioritise children's welfare and wellbeing. They ensure all routines and practices support children's health, safety and emotional development. Snack time procedures are carefully implemented to promote hygiene and independence. Children know the importance of washing their hands and do this independently. Staff sensitively explain why toys are put away during snack, discussing germs and why it is important to keep hands clean.

There is a clear and consistent focus on supporting children's emotional wellbeing. Calm spaces are provided for children who need support with emotional regulation. Staff talk to children about their feelings, provide comfort when needed, and recognise when children require space or support. Staff expertly adapt their language and teaching for children who have emotional needs to ensure they feel safe and secure.

Healthy lifestyles are encouraged. Children benefit from carefully designed daily opportunities to encourage them to move their bodies and be physically active. Leaders and staff understand the importance of developing healthy eating habits. They involve children in conversations about healthy foods at mealtimes and plan weekly food preparation activities, such as learning the life skills needed to make a healthy sandwich.

Staff work closely with parents when children have intolerances, allergies or require adaptations to their eating or drinking routines. Staff ensure care practices are tailored to individual needs and regular communication with parents helps ensure toilet training is consistent for children.

Leadership and governance: Strong standard

Leaders and staff have a secure understanding of children and families, which enables them to provide highly effective support that benefits children and contributes positively to their long-term outcomes.

Leaders know the setting's strengths and areas for development well. They prioritise training that has the greatest impact on children's learning and development. For example, training in communication and attachment has proven particularly effective for children with special educational needs and/or disabilities. Leaders and staff work closely with parents and external professionals to reduce barriers to learning. They ensure additional support and funding is targeted effectively so that all children make rapid and sustained progress.

Robust systems to manage staff workload and wellbeing are in place. Staff report feeling well supported. Partnerships are positive. Parents comment on the clear communication they have with staff that helps them support their children at home. They say children settle quickly, and personalised support has a noticeable and positive impact on children's wellbeing and development.