Little John's Pre-school

Inclusion: Expected standard

Staff get to know children well, including those with special educational needs and/or disabilities (SEND). They typically make use of information from observations and assessments, ongoing monitoring of progress and clear communication with parents and other professionals to support children. Leaders ensure that feedback from key persons, ideas exchanged at staff meetings and shared weekly planning, inform staff's understanding of each unique child. Staff provide support to include children in activities and routines. For example, staff read favourite books to young children who have a limited vocabulary, while using key words in home languages to secure understanding. This helps children join in confidently with story time.

Generally, leaders provide targeted interventions, including small groups and one-to-one time. These typically help ensure all children develop communication and social skills in readiness for future learning. Leaders use additional funding to provide specific resources and activities that match children's interests and ensure an inclusive approach. For example, leaders purchase books about dinosaurs and models of the creatures to stimulate language development in children with this strong interest. Leaders and those with specialist training in SEND frequently review the impact of the staff's support. They hold updates with parents, key persons and outside agencies. Although there are currently no children known to social care at the pre-school, leaders understand the importance of careful monitoring, detailed records and sound safeguarding practice, supported by regular training.

Curriculum and teaching: Expected standard

Leaders design and review the curriculum thoughtfully to meet the specific needs of children, with a clear focus on language development, including for those who speak languages other than English at home. They prioritise personal, social and emotional development, so that children settle well and gain confidence and independence ready to learn. Staff provide a quiet, calm environment where children have fun while they practise speaking and listening. This includes learning games and songs in small groups. Staff focus on extending children's vocabulary so that they can communicate their needs and interests clearly. They repeat words clearly for children to copy. Staff build on what children already know and can do, using observations and assessments to inform planning. For example, they introduce mathematical language including counting and matching toys, and discussing quantity, shape and size during targeted activities with individual children. This teaching promotes children's early mathematical understanding.

Overall, staff adapt activities effectively to meet children's individual needs. Children, including those with special educational needs and/or disabilities, benefit from targeted support and resources. However, children's early literacy needs are less well supported as staff introduce them to writing initial letters and identifying letter sounds before they have consistently developed other underpinning skills.

Achievement: Expected standard

Overall, children show a positive attitude to learning, joining in with conversations with staff and their peers. They demonstrate that they are secure to take a lead in their play and follow their own interests. For example, children delight in matching models of a stegosaurus and triceratops to illustrations in books about dinosaurs. They celebrate their mathematical knowledge, such as when accurately identifying numbers of objects. Children take part in action songs and rhymes with glee. They are beginning to develop a love of books as they listen to familiar stories and join in with refrains.

Children with special educational needs and/or disabilities and those with barriers to their learning and development typically benefit from focused support that helps them make progress from starting points. Children follow routines, collaborate with others and develop physical and self-care skills in preparation for the next stage of their education. For instance, they put on their coats and know how to look after their personal belongings, such as lunch boxes and water bottles, by placing these in the designated areas.

Behaviour, attitudes and establishing routines: Expected standard

Staff generally support children to follow consistent routines in a calm and inclusive environment. For example, they encourage children to help with tasks such as tidying away resources after activities, providing guidance and praise. Staff help children to focus and follow instructions in small groups which supports those with barriers to learning. Their interactions are age-appropriate and positive so that children feel secure, valued and confident.

Children understand the boundaries set by staff and behave consistently well. Staff talk with children about their expectations at the pre-school, including using kind words, such as 'please' and 'thank you'. They are positive role models who show respect and warmth towards children. Leaders use additional funding to enable all children, including those with special educational needs and/or disabilities or facing other barriers to learning, to participate and achieve. One example of this is providing picture cards for all staff to help children understand what will happen next and what is expected of them.

Staff foster children's abilities to play cooperatively and form friendships through collaborative activities which help them to share and take turns. This helps to strengthen their socialising skills. Leaders typically communicate promptly with parents should there be any unexplained absences. They ensure that they support parents' understanding of why children should attend regularly and on time for sessions.

Children's welfare and wellbeing: Expected standard

Leaders illustrate healthy food choices and recommended portion sizes in displays for children and parents. They support parents with healthy cooking sessions and help them with planning nutritional packed lunches. Children's oral health is also well supported with information and guidance for families. Children have plenty of opportunities for practising physical skills indoors. Staff skilfully weave activity and movement into sessions. For instance, children and staff dance gleefully together and jump vigorously to music. Staff incorporate exercise into group sessions to help children concentrate more effectively. Children typically benefit from fresh air and exercise in the nearby school playground. The development of children's self-care skills is a priority at the pre-school. Staff ensure that children gain essential skills that help them to be independent, such as toilet training and careful handwashing. They generally work closely with families to support their wider welfare needs, such as accessing a foodbank when needed.

Staff develop trusting relationships with children and families from the start. They prioritise children's emotional wellbeing as a foundation for their learning. Children talk about how they feel. They learn to recognise and manage their emotions with support from their key person. Staff ensure that all children, including those with special educational needs and/or disabilities or facing other barriers to learning, develop self-esteem and confidence in their abilities to look after themselves.

Leadership and governance: Expected standard

Leaders reflect regularly on the pre-school's strengths and any areas for development, informed by feedback from parents and other partners. They make decisions based on the best interests of children, particularly those who have special educational needs and/or disabilities or are disadvantaged. They use additional funding to reduce any barriers to learning, provide suitable resources and specific activities to meet all children's interests and needs. Leaders work closely with other professional agencies and local schools to ensure appropriate support and smooth transitions. They promote children's awareness of the local community through visits to libraries and places of interest. Overall, staff keep parents well-informed about their children's development and progress. However, advice for parents about how to continue children's learning at home is less consistent.

Leaders support staff wellbeing positively and provide ongoing supervision, feedback and guidance. Staff develop their expertise, for example in healthy eating, behaviour management and special needs provision, and share their knowledge with colleagues. Professional learning opportunities help staff to feel confident and well equipped to meet the needs of all children. New staff have plenty of support in their roles. Leaders ensure that mandatory training, including safeguarding and first aid, is completed in a timely way by all staff.