Little Buddies Pre-School

Inclusion: Expected standard

Staff identify children's needs well, including those with special educational needs and/or disabilities (SEND) and those with complex family circumstances. They share their vision for inclusive care with the whole staff team. Leaders work with families to build trusting relationships and adapt routines where needed. This helps children feel included and supported in their learning.

Leaders provide flexible care, such as early starts and extra sessions, to meet the needs of families. However, on occasion, leaders could be more proactive in working with parents to understand and reduce barriers to regular attendance to ensure that all children benefit fully from early education.

Staff use what they know about children to adapt activities so everyone can take part. For example, additional funding is used to increase adult support to help ensure that all children can join in during play and group activities. Sensory resources are provided to meet children's individual needs, helping them to stay calm and regulate their emotions. Leaders work with external professionals to share ideas on how best to support children with SEND. Leaders regularly check children's progress and review the support in place to make sure it is helping them learn and develop.

Since the last inspection, leaders and staff have strengthened their knowledge through additional training and work with the local authority, particularly around managing behaviour. They work with professionals and parents to plan the best support for children.

Curriculum and teaching: Expected standard

Leaders understand the strengths and areas for improvement in their practice. They have worked hard to implement changes that improve the quality of education and care since their last inspection. For example, staff have attended additional training and received support from the local authority. Leaders monitor teaching and provide regular feedback, but strategies to strengthen staff knowledge of child development are not yet fully embedded. As a result, some staff do not consistently respond in an effective way to children's actions or adapt activities to extend learning. Leaders are providing targeted guidance relating to this through regular support sessions for staff.

The curriculum is planned to build knowledge and skills progressively. Activities such as exploring floating and sinking introduce early scientific concepts, fostering curiosity and problem-solving. Leaders prioritise communication and language through daily stories and songs. Staff regularly read stories to children in group sessions and during individual time, fostering language development and enjoyment of reading. Children confidently call out when they spot the elf characters in the story or familiar numbers.

Staff build warm and supportive relationships with children, which positively impacts on their emotional development. Children have opportunities to develop their physical skills through a range of activities that encourage movement and coordination. For example, babies crawl and climb up soft play equipment and older children run, dig and draw in the outside area. These experiences support their overall physical development effectively.

Achievement: Expected standard

Children make steady progress from their individual starting points and typically develop the knowledge and skills they need to be prepared for the next stage in their learning. Children with special educational needs and/or disabilities (SEND) and those who face barriers to learning receive support, enabling them to achieve age- and stage-appropriate goals. For example, staff spend individual time with children with SEND so they can take part in creative experiences, such as painting and printing hand shapes.

As children progress through the curriculum, they build language and thinking skills over time. They listen to stories and songs, join in with repeated phrases and familiar rhymes, and share their ideas confidently. For example, when rain and sunshine appear together, staff pause to explain why a rainbow has formed, encouraging children to share their thoughts.

Behaviour, attitudes and establishing routines: Expected standard

Leaders recognise the importance of children attending regularly so they can benefit from routines and learning experiences that help them feel secure and ready to learn. Children are developing positive attitudes and learning to follow clear expectations that help them feel safe and ready to learn. Staff provide reminders about rules, such as using 'walking feet' indoors and using 'kind hands', which helps children behave safely and respectfully towards others. Most children respond well to instructions and manage familiar routines confidently, including tidying away resources, scraping plates after meals and preparing for outdoor play. These routines promote responsibility and cooperation. Staff actively praise kindness and helpfulness, reinforcing positive behaviour and encouraging children to work together.

Children are learning to listen and take turns during group activities, which supports their social development. However, some children with special educational needs and/or disabilities, particularly those with limited language, sometimes find changes to routines challenging. Staff have not yet introduced effective strategies to help these children anticipate transitions. As a result, some children occasionally become unsettled.

Children's welfare and wellbeing: Expected standard

Children feel safe and happy with their key persons and staff are sensitive to their individual needs. Care practices are calm and responsive, promoting children's emotional security and wellbeing. Babies settle quickly because staff follow home routines and provide gentle reassurance, such as singing softly at sleep times. Children benefit from regular time outdoors, where they develop their physical skills through active play, including running, climbing and balancing.

Leaders gather detailed information from families when children start at the setting. Home visits help leaders understand children's experiences outside the setting and support families to build trusting relationships with staff. This enables staff to plan care routines that reflect children's needs and preferences. Staff encourage healthy choices at mealtimes and provide guidance to parents on packed lunches,, supporting children's understanding of nutrition and self-care. Children are learning to manage their emotions and develop confidence because relationships are warm, affectionate and respectful.

Leadership and governance: Expected standard

Leaders have worked hard to address actions from the last inspection. They have attended additional training and supported staff to manage behaviour more consistently, ensuring children receive clear messages and understand expectations. Leaders have strengthened feedback through peer observations and reflective discussions to help staff build on their practice and improve the quality of teaching, while being mindful of staff wellbeing and workload in their decision-making.

Leaders have created an open and welcoming environment where families feel valued and involved and work in partnership with parents. Families take part in stay-and-play sessions and have regular opportunities to engage with staff, which helps children feel secure and promotes a sense of belonging. Leaders provide flexible care to meet families' needs and offer practical support when required, such as food parcels, for children who are disadvantaged.

Parents say their views are listened to and acted upon. They reflect that their children make good progress because staff know them well, provide a wide range of activities and share ideas for learning at home.