Little Chums Pre School

Inclusion: Needs attention

Interactions and teaching by staff is variable. Some children, particularly those children who need additional support or who are known (or previously known) to children's social care, do not always receive the same high-quality learning experiences as their peers. Staff do not consistently prioritise or implement children's next steps, such as social skills, during play and interactions. These weaknesses impact on the progress some children are able to make.

Leaders identify gaps in children's learning, and work in partnership with parents to make appropriate referrals. However, they do not ensure there is sufficient support in place for children with special educational needs and/or disabilities (SEND) to address gaps in their development while waiting for the referral process to be completed. Staff show a strong interest in undertaking SEND training, however, not all staff have received sufficient training to enable them to consistently support these children effectively.

Despite this, staff know children well. They have an understanding of the children's needs or interests, and can talk about some of the progress children have made so far. Staff share information about children's development with parents and how they can support children's learning at home.

Curriculum and teaching: Needs attention

Although leaders and staff have some broad ideas of what they want children to learn, weaknesses in the curriculum design means it is not well considered for all children. For instance, leaders plan for children to become resilient and curious learners, but have not yet considered how this should be appropriately sequenced. Learning experiences are not adapted for the varying age groups or abilities, such as those who are younger or need additional support. Consequently, this impacts the quality of teaching. Inconsistencies in the calibre of interactions for some children causes learning to be incidental rather than by design, and as a result not all children always engage purposefully. For example, staff have not fully considered the focus for younger children to learn and are, at times, overlooked.

Staff and leaders offer children experiences to visit the local woodlands. Children build on their stamina and perseverance as they walk long distances, and develop physical skills as they negotiate uneven ground well. Children's communication and language development is promoted. Children enjoy the story about going on a bear hunt, as they complete the actions and repeat some refrains. Staff point at the characters and comment on what they are doing, which supports children's language and early literacy skills.

Achievement: Needs attention

Despite children making some progress from their starting points, weaknesses in the curriculum and variations in the quality of teaching means gaps in children's learning and development do not close quickly enough. Consequently, this means some children, particularly those who require additional support, are at risk of not being suitably prepared for the next stage of learning as their peers. However, older and more capable children are making adequate progress, as staff ensure that these children are sufficiently challenged. For example, staff encourage children to use magnifiers to explore the woodlands and talk about what they can see or find.

Behaviour, attitudes and establishing routines: Needs attention

Overall, most children demonstrate positive attitudes to their learning and remain engaged in play and activity for a period of time. However, weaknesses in the curriculum and teaching mean some children, particularly those who are younger or who have barriers to their learning, do not always receive meaningful learning experiences which meet their needs to keep them engaged for long enough.

On occasion, leaders initially reduce some children's attendance to support them settling in. While this approach has the potential to impact children's experiences, leaders have since increased attendance again to ensure continuity for all children. Parents consistently drop children off on time and children have good attendance.

Staff are kind and caring, and respond well to children's emotional needs. They offer children cuddles and comfort when upset or tired. This helps to promote children's emotional wellbeing. Staff prompt children to make their own choice of what they would like to do next to support their independence. Children navigate their learning provision with ease and follow the setting's routines. Meaningful praise is used by staff to celebrate children's efforts and achievements to help boost their confidence and self-esteem. Children learn to follow simple instructions, such as lining up and holding their friend's hand while they walk to and from forest sessions in the local woodland. Staff remind children how to treat other with kindness, and act as positive role models.

Children's welfare and wellbeing: Needs attention

Leaders do not ensure that staff implement risk assessments consistently or robustly. For instance, while attending forest school, staff do not always identify or remove unsuitable items or address issues as they arise throughout the session. This has an impact on children's wellbeing. For example, leaders and staff have not fully considered ways to protect children from harm by dogs walking in the vicinity, or picking up litter from the floor.

The key-person system is well established. Children build firm bonds with their trusted adult, seeking them out for reassurance when needed and to join in with their play. The secure emotional bonds children develop with staff helps children feel safe and secure and regulate their emotions, particularly when they first arrive to the setting.

Children follow familiar routines, such as washing hands and getting ready for lunch. Staff remind children to wash their hands before mealtimes, and children develop good hygiene habits as they become confident in managing aspects of their self-care. Children gain an understanding of the importance of following healthy lifestyles. They benefit from healthy meals and snacks, and enjoy the time they spend in the outdoors where they benefit from fresh air and exercise.

Leadership and governance: Needs attention

Overall, the quality of teaching at the nursery is variable, due to inconsistencies in staff practices and breaches of statutory requirements. Leaders do not effectively identify weaknesses in the provision, teaching and curriculum, and consider how to raise the quality of care and education to a consistently high level for all children, particularly those who are disadvantaged, those with special educational needs and/or disabilities, those known to children's social care or those who face other barriers to learning.

Despite staff being provided with support and some training opportunities to broaden their knowledge, skills and interests, not all staff have received the appropriate training to support children's individual developmental needs. This limits the quality of teaching. Nonetheless, staff feel valued, can raise concerns openly and appreciate the collaborative environment that encourages teamwork. Leaders support staffs' wellbeing by creating a positive culture.

Parents deeply value the positive partnerships they share with staff. They highlight how well the staff know their children and appreciate the advice and support staff provide. Parents use an online app to find out what activities and events are being planned. Staff support children to learn about their local community. They go on walks to the local woodland and visit local areas to learn about the world around them.