Little Fawns Pre-School

Inclusion: Strong standard

Leaders and staff strive to consider every child as an individual, including those who face potential barriers to their learning. They consistently support all children to feel included and safe, and implement effective strategies to help ensure children make visible progress from their starting points. This includes focused small group times and a variety of visual aids to support communication. Leaders have well-established procedures in place to identify, monitor and address children's needs. For example, staff are quick to identify where speech and language support is needed. They swiftly contact external agencies, and implement effectively the advice given. Rigorous monitoring enables them to alter the support effectively to ensure children make sustained progress.

Leaders and staff maintain close and effective relationships with parents. They regularly share feedback and review progress together, in order to create effective next steps for children. Staff ensure that activities are continually adapted to include and benefit all children. Leaders are reflective and have regular discussions with staff to identify how best to spend additional funding to enhance effectively the provision for children. For example, leaders recently purchased musical instruments to support children with hearing and forming sounds. In addition, funding is used to support children's emotional security and confidence. Leaders' use of funding is highly impactful on the positive outcomes for children, who become confident, engaged and overcome barriers to their learning.

Curriculum and teaching: Expected standard

Leaders have a clear vision for what they want children to learn and be able to do and they share this successfully with staff. They plan a broad curriculum that covers all areas of learning. This successfully promotes children's key skills and prioritises communication and social skills. For example, staff support children to develop a love of books and stories. They use open-ended questions well to support and assess children's understanding.

Leaders continually reflect on their curriculum and identify areas they could enhance. For example, they have recently worked to increase children's interest and curiosity around mathematics outdoors. This is being embedded to prioritise building children's foundation in mathematical concepts. Staff encourage children to count natural resources and to explore shape and measure with building blocks and water.

Staff have an in-depth knowledge of the children and how each child learns best. They are skilled at adapting their teaching to include every child and provide them with an ambitious curriculum. Staff ensure that children of different abilities and ages feel secure and happy and can learn from each activity on offer. However, at times, staff are too quick to do things for children. For example, staff wipe children's noses, pour their drinks and dress them. When this happens, children are not consistently able to practise the skills they need to excel in their independence skills.

Achievement: Expected standard

Children demonstrate their strong progress across all areas of learning, including children with special educational needs and/or disabilities. They show they are building knowledge and remembering what they have learned. For example, children delight in telling their friends about how they discovered the sun is warm and it melts the ice. Younger children beam as they begin to recognise numbers and recall the 'sound of the week'. Children are well prepared for the next stage of their education, including school. They are full of confidence and curiosity, with a love of learning. Children confidently share their thoughts and ideas and develop a love of books. They often sit in the cosy book area with staff and relish in discussing the stories and pointing to the pictures. Children show respect for the resources, their environment and each other. They help tidy up by sweeping the floor so their friends don't slip. Children effectively express how they feel and what they need. For example, they know how to keep themselves warm outside.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff embed a culture of respect and kindness. They are excellent role models for children and help them to think about others' feelings. Children build trusting relationships with staff, who are consistent with their expectations of children's behaviour. Firmly established routines are in place, resulting in a calm atmosphere where children know what is happening next and what is expected of them. For example, when children arrive in the morning, they know to settle on the carpet together. Children respond positively to instructions from staff and show they know how to keep themselves safe as they excitedly repeat the rules and routines of the pre-school.

Staff promote children's friendships. For example, they talk about using sand timers to take turns and share. Staff invite quieter children into group play and encourage them to take part. Staff are skilled at knowing when to support the play, and when to step back and let the children's friendships flourish. Children are quick to support their friends and help them. Staff always explain why rules are in place to help children learn to manage their own behaviour.

Leaders have a robust process in place for attendance and support children to attend regularly. They talk to parents about why this is important and provide extra support where any barriers may occur.

Children's welfare and wellbeing: Expected standard

Staff place high importance on children's wellbeing within the well-established, inclusive environment. They help children to gain the skills they need to manage their emotions. Staff form close bonds with children and their families right from the beginning. Parents are invited into the setting to help their child settle when they first start, and to events such as 'stay-and-play' sessions throughout the year. Staff are a warm and comforting presence for the children. They follow care practices that children experience at home to help them feel safe and secure. Children often go to staff for cuddles or reassurance, when needed. Staff regularly praise children's efforts, describing their work as 'masterpieces', enhancing their sense of wellbeing and pride in their achievements.

Children enjoy regular time outside to be physically active. Staff talk to children about healthy eating and what is a 'treat' or a healthy snack. Leaders recognise the importance of ensuring children can keep themselves safe online. Staff plan activities around this and help children understand how they can do this safely and who can help them. Furthermore, they send information to parents to support this practice at home.

Leadership and governance: Expected standard

Leaders are committed and passionate about providing high-quality learning for all children. They are proactive in identifying how best to support groups of children who face barriers to their learning. Leaders prioritise inclusion and promote a sense of belonging to support all children to make steady progress, and feel safe and valued. Leaders reflect on and are continually striving to improve the provision they offer. For example, leaders have a working improvement plan in place to consider how they can enhance the resources for further developing children's physical skills outside.

Staff are overwhelmingly positive about working at the pre-school and say that they are well supported. They welcome the training offered and feel confident to ask leaders for additional training to further their personal development and to address the needs of their key children. Staff are supportive of each other, offering their ideas and advice and sharing their knowledge and strengths. Partnerships with parents are effective and provide continuity of care and education. Parents report they feel well informed, included and appreciate the support and help with their children's learning at pre-school and at home.