Little Learners Pre School

Inclusion: Expected standard

Leaders have high expectations and since the last inspection have introduced further measures to monitor children's progress so that all children achieve well from their starting points.

Leaders ensure the pre-school offers an inclusive environment. They value each child's uniqueness and work well with parents to gather relevant information when children start. The special educational needs coordinator has the knowledge, skills and qualifications to make a positive difference for children with special educational needs and/or disabilities.

Leaders and staff promptly identify and assess children who may face barriers to their learning. They work effectively with other agencies to ensure children receive timely support to enable them to make steady progress in their development. Leaders use funding effectively to ensure it is targeted to meet individuals' needs.

Staff support children well which helps them feel safe and secure. They use their knowledge and understanding of children's circumstances to provide experiences they may not necessarily have. This includes regular access to the outside area which builds children's confidence, curiosity and physical skills. They work closely with the school staff to ensure a smooth transition when children start in reception.

Curriculum and teaching: Expected standard

Since the last inspection, leaders have made changes to their curriculum delivery. They have worked with staff to embed the changes which is having a positive impact on the provision.

Staff plan a broad and balanced curriculum but on occasion they do not provide opportunities to meet the differing needs of children. For example, staff do not always support children to express their own ideas or help them in the correct use of tools. Although children enjoy activities, this does not always extend their learning effectively and help them to learn how to hold tools appropriately.

Staff understand children's needs well and they prioritise children's communication and language skills during small focused groups, singing and story time. They use Makaton and children who have limited language skills learn to sign.

Staff introduce new language as they talk about how seeds grow and encourage the children to repeat words, such as 'bud'. They encourage children to recall the story and discuss the creatures in the books. However, staff do not consistently give children sufficient time to extend their learning through high-quality interactions. This does not encourage children to problem solve or respond to questions during activities.

Staff skilfully weave early maths language into activities. This includes counting during story time. They encourage older children to add one more or take one away during tabletop activities. Children enjoy using the scales to match the number of frogs to the numeral and staff differentiate their teaching to support children's individual stages of learning and development.

Achievement: Expected standard

Children show a positive attitude to learning and achieve well. For example, they concentrate as they complete jigsaw puzzles. Older children persevere as the puzzles become more complex with an increasing number of pieces. Children smile with contentment when they complete the more difficult jigsaws and receive praise from the caring staff on their achievements.

Children engage positively with the activities on offer and interact well with each other. They show enjoyment when they play in the outside sandpit together. Children understand they need to put their arms out to help them balance as they persevere on the balancing bars. They show persistence when they wobble and fall off, and then they start the process again. Children display interest and curiosity as they handle the large flower-filled ice cubes. They confidently say, 'it's slippery' as they touch the blocks and quickly dry their hands, stating that they are cold.

Behaviour, attitudes and establishing routines: Expected standard

Children demonstrate they are happy and safe in the pre-school. They play well alongside each other and generally understand the need to take turns and share. When younger children struggle, staff sensitively intervene. Older children know that they can use the egg timers to help them to wait their turn. Leaders and staff encourage attendance and punctuality. They promptly follow up any absences. All children, including those who face barriers to their learning progress well. Staff regularly monitor children's next steps to ensure they remain appropriate. Children generally behave well and staff have high expectations and consistently praise children on their accomplishments.

Children show a positive attitude to learning and fully engage in activities. They can follow instructions and understand the routines. For example, they wash their hands before meal times and after using the toilet. Staff sit with the children and support them during snack time. Younger children collect their bowls and help themselves to the fruit. Older children know to wash up their plates and bowls after use and naturally do this with no reminders from staff. This helps to develop their independence skills.

Children's welfare and wellbeing: Expected standard

Leaders and staff find out what children know and can do when they arrive at the pre-school. This enables them to create an environment for children to thrive, belong and achieve. Children enjoy playing with their friends and sit holding hands during story time. They are confident learners and chat animatedly with each other and to staff and visitors. Children demonstrate good coordination skills as they access the well-equipped outside area.

Staff generally promote independence well. They encourage children to put on their coats to access the outside area. Staff are on hand to support younger children if they need help. Children follow instructions as staff instruct them to line up and hold hands with a friend.

Older children are beginning to manage their own self-care needs and understand the importance of using soap to wash their hands after using the toilet and confidently hold up their hands to staff to show they are clean. Staff offer children healthy choices at snack time which helps children begin to learn about health eating. Children demonstrate positive social skills and show kindness to their friends.

Leadership and governance: Expected standard

Leaders have taken on the advice and support from the local authority since their last inspection and visited other settings to improve their knowledge and understanding of the importance of an ambitious curriculum to meet the needs of all the children.

Leaders now ensure supervisions focus on driving up the quality of the curriculum. Staff report their wellbeing is prioritised and they feel supported in their roles. Weekly room meetings help to ensure there is a clear focus on supporting children's next steps and staff talk confidently about their key children and how they are progressing in their learning.

Leaders work in partnership with the school which helps to ensure smooth transitions when children move on to the next stage in their education. They work effectively with other agencies to ensure children receive the support they need at the right time. They support parents to access their full entitlement to funding. Leaders use the funding they receive to appropriately meet children's needs. This helps to ensure children, including those facing barriers to their learning, make steady progress from their starting points.

Parents speak highly of the pre-school and how they value the help they receive to support their children, including ideas to further progress their learning at home. This joined up approach helps children to achieve well. Leaders offer a lending library and children excitedly share their books with their parents at collection time. This helps to further develop children's love of literature and encourages parents to tell stories to their children at home.