Lane Pre-School Playgroup

Inclusion: Expected standard

Leaders have an appropriate overview of individual children's needs and where children are in their learning and development journey. Key persons understand their children's stage of development and carry out assessments to help them understand what they need to plan for to support children's progress.

Any child with special educational needs and/or disabilities are well supported through timely information-sharing between staff. Those leading in supporting these children have attended relevant training. This enables staff to understand their individual needs and support their progress appropriately. Staff make reasonable adjustments, where necessary, to meet the needs of all children. For instance, picture cards show the day's routine and help children understand what comes next, alongside clear staff's explanations.

Staff work well with other agencies that are involved with children. They understand and follow the targeted support set for children and liaise well with professionals to discuss progress. They include parents in supporting their children and working with other agencies to ensure that children receive a joined-up approach to their development. Any funding, such as the early years pupil premium, is used to promote experiences linked to children's next steps.

Curriculum and teaching: Expected standard

Leaders design and implement a curriculum that covers all areas of learning, with a focus on helping children develop social skills. Leaders oversee teaching, offering feedback to staff, helping foster positive interactions with children or adapting teaching to meet learning plans for those requiring specific support.

Staff talk to children about their play, introducing new words to expand their vocabulary. For example, when children build with magnets, staff introduce words such as 'repel' as they explain why magnets do not always stick together. Staff ask children suitable questions. However, this is not consistent to embed learning. At times, questioning is too narrow and does not prompt children to use their imagination or express their thoughts.

Staff teach children mathematical language as they model the use of words and phrases such as 'on top of' and 'under'. They ask children questions, such as which is bigger or smaller, as they compare different pieces of wood. Staff support children in counting, though this is not yet well embedded in everyday routines, which would strengthen children's mathematical knowledge. Staff support children's physical development well. Children play regularly outside and practise climbing and balancing and develop coordination, for example, as staff play tennis with them.

Achievement: Expected standard

Children develop their communication and language through conversations with peers and staff. They begin to use longer sentences as they narrate their own play. This could be extended further by embedding consistent use of questioning by staff to help them use their imaginations and explain their thoughts and ideas. They develop their imagination and understanding of the world through real-world resources in their play. Children show dexterity as they use different-shaped magnets to build houses. When staff ask where the door is, they take pride in showing it to them by opening one side of the structure, demonstrating that they have already considered this in their building.

Mathematical knowledge is built steadily. Children use rulers to measure wood, and some confidently count, although children are not routinely encouraged throughout the day to count and extend their confidence in maths.

Children with barriers to their learning make positive progress from their starting points. They show increasing independence as they find an extra chair, so they can sit at the table to join in an activity. They show increasing understanding of their emotions and how to manage these, helping them become ready for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff build positive relationships with children. They support children in learning about boundaries and in managing their behaviour well overall. When children's emotions get too much for them, staff provide a quiet area and sit with children, sensitively supporting them until they are ready to re-join the group. They listen to children to understand what is wrong, and are calm and patient. Staff model good behaviour to children and provide regular praise to foster children's self-esteem. Leaders are aware that staff provide some explanations of reasons behind boundaries, such as why staff must add the dye to the dough they are making, but these are not yet firmly embedded in staff's practice. Children learn to work with each other, and this is a developing skill. Staff model turn-taking as children make their individual play dough, encouraging children to pass the scoop and wait their turn.

Leaders have clear procedures to monitor attendance and support children's learning. They foster effective relationships with parents so that they can have open and honest discussions about how to support children to make use of their full entitlement and build attendance slowly to support children to settle in where needed.

Children's welfare and wellbeing: Expected standard

Children, parents and staff have built firm relationships. Key persons know their children well and understand individual children's learning needs and next steps in development. Children enjoy including staff in their play and seek them out when they need reassurance or a cuddle. Staff ask children to explain how they are feeling to help them understand and manage their own emotions.

Routines are clearly embedded, and children understand the routines of the day. Staff support children to learn about good hygiene practices. For example, children independently access tissues to wipe their noses and then put them in the bin. Staff explain to children the importance of finishing chewing their food and swallowing it before they can go to play, to help them understand safe practices. Staff support children to understand the benefits of access to fresh air. Regular access to outdoor play enables children to move in different ways and provides opportunities to run, climb and develop physically. Staff join in children's play and help them to practise their coordination as they build, kick balls or climb the steps to the slide.

Leadership and governance: Expected standard

Leaders have a sound knowledge of the strengths and areas they wish to improve. They have made improvements since the last inspection, which have had a positive impact on the setting. Key-person information is displayed for parents to see, and key persons know their children well. Leaders observe staff's practice and provide timely feedback to staff to foster a culture of reflection and improvement. This has led to improvements in the quality of interactions and education for children. Staff report that leaders support their wellbeing effectively.

Staff have appropriate opportunities to increase their knowledge and develop their understanding through training opportunities, which are discussed with leaders. Training has included potty training, inclusion, and safeguarding, which has had a positive impact on staff's development and support for children.

Leaders ensure that they take into account children's individual needs, including those who face barriers to learning, when making decisions. They work well with parents to support children in settling into the setting, focusing on what is best for each child's individual circumstances. They ask parents what they want the setting to stop doing, start doing and continue doing. This information is then used to help shape leaders' decisions.