Little Caterpillars Preschool

Inclusion: Expected standard

Leaders use the information they gain at registration and ongoing observations and assessments to support children's development. This enables them to make swift referrals for additional support to ensure that all children, including those with special educational needs and/or disabilities and who speak English as an additional language, receive timely support to ensure that they make steady progress at the pre-school.

Leaders work very effectively with other professionals. They use the information gained from other agencies, such as speech and language therapists and the Portage Service, to tailor support to meet children's individual needs. Staff use Makaton effectively in the pre-school to support children who do not yet have the communication skills.

Leaders use the early years pupil premium funding well to provide additional sessions for the children to attend and to purchase resources to support children's development. Leaders place a strong emphasis on additional training for staff to ensure that they are as knowledgeable as they can be to support the children in their care.

Curriculum and teaching: Expected standard

Staff plan a balanced curriculum that builds on what children know and can do. They place a focus on children's communication and language skills. Staff plan many opportunities to strengthen children's vocabulary. For example, when children arrive, they excitedly join in the welcome song. Even younger children, who are new to the pre-school, attempt to join in the words. Staff use Makaton and children who do not yet have the language skills learn to sign. However, staff do not consistently give children sufficient time to extend their learning consistently through high-quality interactions. This does not encourage children to problem-solve or respond to questions during activities.

Staff promote children's understanding of early mathematics well. They skilfully include mathematical language in everyday activities. Children use the knowledge they have gained from this. For example, children systematically count 1 to 10 as they let their plastic penguins slide down the chute. Children learn about prepositions as staff use words such as 'under' and 'over' to help children to develop their language skills.

Staff know their children well. They use regular observations and assessment to adapt small-group work to encompass children's age and stage of development. Staff place strong importance on children's personal and social development. They encourage children to independently wipe their noses and use the toilet. Children's physical development is prioritised as children have access to the outside area and regular trips to the local park to develop their gross motor skills.

Achievement: Expected standard

All children make noticeable progress in their mathematical knowledge and communication and language skills. Children independently count during the daily routines and converse confidently with their friends. They take pride in their achievements as they concentrate and work alongside each other in the creative area. Children are confident and show a natural curiosity. They ask questions and make their needs known. At times, children's thinking is interrupted as they are rushed to answer questions. This does not have a detrimental impact on their critical thinking skills overall. Children show enjoyment as they take part in music and movement. They develop their physical skills as they move in rhythm, confidently following instructions and taking on the roles of the animals.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff develop an environment conducive to children's needs and interests. They have high expectations for behaviour and children understand the rules and boundaries. Staff praise children regularly, which helps to reinforce positive behaviour. Staff know their children well and have developed good relationships with them, which helps children to feel safe and secure. Children play well together and learn to share and take turns as they build their creations with the magnetic blocks. Staff embed tidy-up time well. Children know when they hear the song that they must put their toys away. They handle these carefully, demonstrating a respect for the resources. Children work together to clear the floor so that they can take part in music and movement activities.

Leaders promote the importance of regular attendance with parents and carers. They swiftly follow up any absence. Parents report that their children 'beg' them to take them to pre-school as they enjoy it so much. Staff are positive role models. They plan small-group activities to focus on individual needs to ensure that all children can fully benefit from activities, such as story time.

Mealtimes are sociable experiences. Staff sit with children and use recall to talk about what children had for breakfast. They encourage children to select their own fruit and pour their own drinks. This helps to develop children's independence and physical skills as they focus on holding the jugs and cups. Staff praise children regularly for their achievements.

Children's welfare and wellbeing: Expected standard

Staff establish secure attachments and children demonstrate they feel safe and secure. Staff know children well and support children's individual routines. For example, they recognise when children need support with toileting skills. Staff allow children privacy but are available to help. Staff encourage children to be responsible for their own personal hygiene, such as wiping their noses and disposing of the tissues. Gentle reminders to wash their hands after blowing their noses help children to understand the importance of adopting healthy habits. Staff praise children for their accomplishments. This helps to develop children's wellbeing and sense of belonging.

Children are familiar with the pre-school routine. They know that they must put on their coats and boots to go outside. Staff remind children of the garden rules to keep themselves safe. Children competently hang up the resources on the hooks when they have finished their play. Staff provide children with many opportunities to develop their gross and fine motor skills throughout the day.

Staff support children to manage their emotions well. They use sensitive engagement, their knowledge of children and appropriate picture cards to support children's wellbeing. Staff share these strategies with parents and carers to ensure a joined-up approach.

Leadership and governance: Expected standard

Leaders have a clear understanding of their strengths and the areas they wish to develop further. They act swiftly in the best interests of children when they identify any barriers to their learning. Leaders work effectively with other agencies to ensure that children receive the appropriate help and support. They use this knowledge to implement targets and next steps in the children's daily routines to ensure that all children make progress in their learning.

Staff report their wellbeing is good and they have manageable workloads. They value the time they have to discuss their own professional development and to talk about their key children during their supervision sessions. Overall, leaders provide guidance to staff on how to improve their practice. There is scope to strengthen their oversight of teaching.

Leaders work with the local schools and invite Reception class teachers into the pre-school. This helps to ensure smooth transitions when children move on to the next stage in their education. Leaders recognise the importance of communication and language development. They provide parents and carers with ideas to support their children's learning and development at home. For example, a lending library provides opportunities for parents to borrow books and encourage storytelling at home.