Lanivet and District Under Fives Pre-school

Inclusion: Strong standard

Leaders and staff strive to create an inclusive culture. They are nurturing towards children and their families. They quickly identify when children need further support to meet their individual needs. They make swift referrals to other external health and educational professionals. This helps them to provide high levels of support for children. Children with special educational needs and/or disabilities (SEND) are supported well to play and learn alongside their peers. Staff understand their needs and use resources to support their development. For example, communication boards are used for children to share their needs with adults during snack time.

Leaders provide staff with access to specific training to enhance their awareness of children's different needs and increase their understanding of how to implement effective strategies to support children with SEND. Leaders ensure that children who are known to, or previously known to, children's social care are well supported. These children develop close bonds with their key person. Staff know these children well and show a high level of care for them.

Leaders and staff go above and beyond to provide the care and support for children and families who face other barriers, such as disadvantage. For example, leaders work closely with the community hub to provide food and extra support for families. Leaders use additional funding decisively to have a sustained impact. For example, they provide all children with book bags and high-quality books to enjoy at home.

Curriculum and teaching: Expected standard

Leaders have developed an ambitious curriculum that engages children and follows their interests. Staff contribute to planning and incorporate the interests of their key children. Leaders and staff promote a focus on communication and language throughout their interactions. They play alongside children to model language. Staff ask questions to develop children's curiosity, for example, 'What do clouds carry?' Children typically receive the knowledge and skills they need for the next stage. Leaders and staff are focused on ensuring children are school ready. Key persons tailor teaching to starting points. However, on occasions, teaching approaches are not consistent in meeting the needs of all age groups. Consequently, some children do not always receive teaching that is precisely matched to their age and stage, resulting in variation in the support and learning experiences they receive.

Children enjoy a range of physical development activities which support their gross and fine motor control. For example, children use pipettes in the water tray to transport water, and tweezers in the sand tray to collect pom-poms. Likewise, children push large construction toys and enjoy challenging themselves on the climbing frame. Mathematical language is woven into everyday language through play and experiences. For example, children talk about the bucket being full and empty in the sand tray and grass being longer or shorter after being cut. Children delight in counting during play. For example, when staff say, 'Ready, steady, go,' the children excitedly count '1, 2, 3,' as they count the items they have found in the sand.

Achievement: Expected standard

Children build knowledge across the curriculum and typically make steady progress from their starting points. They show what they know and can do through purposeful play, using taught skills with increasing confidence. Effective assessment strategies help staff identify gaps early. This enables children to catch up and continue to move forward in their learning. Children communicate their needs clearly and use a growing range of vocabulary in interactions.

Children demonstrate well-developed personal, social and emotional skills. They share resources and take turns during play. They sustain interactions, work collaboratively and build positive relationships. Children interact confidently and calmly with others.

Children take pride in what they achieve and enjoy showing what they can do. They respond positively to praise and encouragement, which increase their motivation to learn. During group times, children confidently share successes from home and celebrate one another's achievements. This helps them develop a sense of belonging and pride in their achievements.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a calm and respectful culture. Staff develop positive and secure relationships with children. Routines are typically embedded across the day, and children know what to expect next. Songs and rhymes are used effectively to signal transitions, which children respond to well. Children are encouraged and supported to tidy up at the end of sessions. Staff teach children the importance of treating others with kindness, care and respect. Staff consistently model good manners and sharing with friends. For example, staff gently say, 'We need to share, so in a moment we will swap.' Typically, children play well together and work cooperatively. Staff generally help children to focus on activities and sustain their interest. Staff are working to ensure children learn the expectations for group time as they start to settle into the new term.

Staff plan opportunities for child-led play, group activities and the use of the indoor and outdoor environments. Children demonstrate a genuine love of learning. They are eager to explore their environment and delight in new experiences. For example, children excitedly watch a grass cutter through the fence and express their excitement about what they see. There is a consistent approach to attendance. Staff work with parents and carers so they understand the importance of attendance and punctuality.

Children's welfare and wellbeing: Expected standard

Leaders create a safe, welcoming space where children enjoy play, learning and social activities. They promote an environment that is inclusive. For example, at snack and lunchtime, children have their own named places around the table. This creates a sense of belonging. Leaders and staff demonstrate a commitment to ensuring that families are supported and valued. Daily conversations at the door, supportive phone calls home and information shared via the nursery app all ensure parents and carers' voices are heard. This is especially the case for children with special educational needs and/or disabilities and those who face other barriers, such as disadvantage.

Leaders are generally focused on developing children's emotional and social skills. For example, children make faces using loose parts and talk about different emotions. Likewise, during story time, they discuss how the owl is feeling in the story. Children have daily access to an outdoor learning area where they love to play. For example, children show excitement as they line up for their turn on the new climbing frame. Children are taught the importance of keeping themselves safe on equipment. For example, staff remind children of the rules and why these are important, saying, 'The rules keep us…' Children say all together, 'Safe.'

Children are taught about hygiene practices and know when to wash their hands. For example, children say, 'It's snack time now. We need to wash our hands.' Staff are beginning to promote healthy eating, but this is not yet consistent enough to ensure all children make healthy choices. Leaders and staff focus on developing independence. For example, children are encouraged to drink independently from cups and change from their shoes to slippers.

Leadership and governance: Expected standard

Leaders are committed to providing the best possible care to improve the lives of all children, particularly those with special educational needs and/or disabilities and those who face other barriers, such as disadvantage. Leaders are passionate about inclusion and know the importance of getting it right for all children. Leaders develop partnerships with other professionals. For example, they work closely with the local school to support transitions. This ensures children move on with confidence and a secure understanding of what comes next. Leaders have also established partnerships with other professionals involved in children's care to ensure they receive a shared approach to their education and care.

Leaders have created an open culture where staff feel that they can share any concerns and their views will be heard. This openness creates trust and consistency across the team, leading to shared solutions that benefit children's daily experience. Staff also discuss how their professional development is well supported by leaders. For example, staff share expertise and knowledge regularly to support their continual development. This approach is supporting leaders' work to strengthen consistency in teaching approaches for mixed ages.

Leaders work in partnership with parents and carers and engage with other organisations in the local community. For example, the local police and fire service visit the setting. This connects children with their local community and supports their understanding of people who help us. Leaders recognise that healthy-eating practice is not yet embedded across the setting. They are committed to strengthening work to reinforce expectations and ensure consistent promotion of healthier choices. Parents speak highly of the leaders and staff. They feel their children are happy, secure and well cared for.