Leigh St Thomas Preschool Ltd

Inclusion: Strong standard

Staff monitor all children's learning and development very closely. They gather a wealth of information from parents. They learn about what children know and can do, their cultures and beliefs, information about their health and any barriers to their learning. Staff quickly identify children's individual needs through excellent early identification and highly effective assessment systems. They promptly identify gaps and put interventions in place immediately.

Leaders make timely referrals and consistently apply the graduated response with precision, while also working closely with other professionals. Staff monitor and evaluate children's progress rigorously, while working in close partnership with parents and multiple agencies, including teaching staff from nearby schools. Leaders know how to use funding effectively to support children's needs. They work with parents and experts to identify resources and activities that target children's progress towards their next steps. For instance, leaders have used funding to provide targeted programmes to successfully strengthen communication and early language and specialist coaching sessions to build children's physical development.

Leaders ensure that children who are known to, or previously known to, children's social care are well supported. They welcome other agencies into the setting to work in partnership with children and families. These children develop close bonds with staff who consistently value their uniqueness and plan appropriately for their ongoing learning to enable them to flourish.

Curriculum and teaching: Expected standard

Leaders have established a child-led curriculum that prioritises communication, personal, social and emotional development, and independence. The pre-school is highly inclusive. Leaders and staff ensure that children with special educational needs and/or disabilities and other vulnerable learners receive robust and carefully targeted support. They work closely with other professionals, such as speech and language specialists, to ensure that children's needs are fully met. They make good use of additional funding to enhance the outcomes of all children. Through staff training, as well as leaders being present in the learning environment, staff typically understand how to implement the curriculum effectively. They plan highly engaging activities based on what children already know and can do and build on this over time. Subsequently, children make accelerated progress from their starting points.

Staff are clear about the intention of activities and what they want children to learn. They give clear explanations and demonstrate activities before giving children time to explore and have a go themselves. Staff use every opportunity to observe and assess children's learning, using questioning and repetition of activities to embed children's knowledge and skills. For example, they confidently introduce new vocabulary to children and spark curiosity through well-planned experiences, such as investigating floating and sinking, observational drawing and early writing sessions.

Staff support children to recognise feelings and develop strategies to self-regulate in well-resourced sensory spaces. Children benefit from regular group time and plenty of outside access to physical play. Children confidently articulate their thoughts, use mathematical language in their independent play and retell familiar stories.

Achievement: Strong standard

Children achieve extremely well and make excellent progress from their starting points. Staff are clear on how to support children effectively. For example, children waiting for speech and language appointments no longer need outside intervention and quickly reach their individual communication and language targets. Children with special educational needs and/or disabilities benefit from swift and highly effective personalised plans. Children make sustained progress in closing the gaps in their learning. For example, children are using new vocabulary with increasing accuracy and are making accelerated progress to build a range of knowledge and skills.

Across the setting, children are gaining confidence in using a range of mathematical language and in their ability to be creative and imaginative. Children demonstrate they are able to think deeply and problem-solve. For example, children who speak English as an additional language are proud as they independently arrange bricks from smallest to largest. Children build strong foundations for future skills, such as early reading and writing. Children benefit from a precise and constant focus in the setting on language and social skills. They are able to follow instructions, listen and respond well. Children are exceptionally well prepared for the next stage of their learning journey, including transitions to school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff are consistently excellent role models for children. They have embedded a harmonious and respectful culture in which children can increasingly manage their own feelings and behaviour in a calm and inclusive environment. They consistently set high standards for children's behaviour and attitudes and regularly share these expectations with parents at pre-school meetings so that they are commonly understood. Staff have built close and supportive relationships with children. Children know to ask for help if they need it, but are consistently supported to try things on their own. Older children build friendships with their peers, enjoying playing imaginary games together.

Children are quick to look after each other, such as handing a toy to their friend if they are upset. Children thrive in this environment and demonstrate that they feel safe and comfortable to fully immerse themselves in all opportunities. They are consistently interested in their learning and show great resilience and determination when persevering to complete tasks.

Staff are extremely kind and gentle with children. This gives children comfort and helps to build a secure relationship with them. Children are very happy in the setting. Staff consistently monitor children's attendance in the setting. When there may be barriers to children's attendance, they work with parents and carers to help overcome them. This includes staff explaining to parents the benefits of attending a childcare setting. As a result, children have excellent attendance, are consistently punctual and develop positive attitudes towards their learning.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are at the heart of staff's practice. Staff know each child extremely well and respond sensitively to their individual needs. They offer reassurance, guidance or space when needed. Close and warm relationships with staff ensure children feel emotionally safe. Children experience a wealth of opportunities to be physically active. Children have daily access to a well-equipped outdoor space where well-structured routines motivate children to exercise and encourage them to safely risk-assess their own play.

Healthy habits are embedded throughout daily routines, which help children learn about their health and personal safety. Children develop high levels of self-care. For example, at snack times, they collect plates and cups and pour drinks. They help to set the table and serve their own food. Children know the importance of good oral health. They enjoy regularly learning about brushing their teeth and explain that brushing their teeth helps to 'get rid of germs'.

Staff support children's emotional health and build caring relationships with children. They teach children about emotions and how to share how they feel. Those still developing their speech and language skills, such as children with special educational needs and/or disabilities or those who speak English as an additional language, point to picture cards staff have with them so they can explain how they feel and what they want.

Leadership and governance: Expected standard

Leaders have a secure understanding of the setting. They regularly evaluate practice, and induction training helps new staff to develop their knowledge and skills. This has a positive impact on the quality of care and learning for all children. Leaders identify areas to work on and continue to monitor the quality of all aspects of the setting, including effective staff coaching. However, further training to develop staff's understanding of how to enhance the curriculum to secure excellence for all children and enable them to strongly contribute to improving the quality of the setting is not fully in place.

Leaders ensure highly impactful support for children with special educational needs and/or disabilities, for example, leaders access local authority support to ensure they continue to offer high-quality care and education and prioritise the right areas for development. They have plans to strengthen the setting even further, such as offering forest school to expand on children's skills and knowledge in a natural learning environment. Leaders are proud of their many strengths, including their approach to supporting children with any identified need, and how staff adapt their practice and engage with parents. Parents and carers share positive feedback about the care and education their children receive. They talk favourably about how well prepared their children are for transitions and value the detailed communication they receive regularly from staff about funding, their children's experiences and how to extend learning at home.