Little Moonbeams Pre-School

Inclusion: Strong standard

Leaders and staff are committed to ensuring children consistently experience inclusive practice. The pre-school is inviting and welcoming for all attending. There is an inclusive culture that is understood by all.

Detailed information gathered from parents and carers, alongside ongoing assessment, enables staff to understand children's starting points and tailor provision precisely. Staff are extremely well supported by leaders in accessing further training and in tailoring their approach and curriculum to meet children's needs. This is particularly evident for children with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care. For example, children access extremely well-planned interventions in a space carefully designed to support children's developing engagement and concentration.

Staff adhere to personalised routines and implement targeted interventions. Resources, visual prompts and carefully planned interventions in a designated area of the setting support all children to access and succeed from their starting points. Leaders' use of early years pupil premium funding is purposeful and targeted. For example, the provision of additional activities, such as dance, enables disadvantaged children to access enrichment, improve their physical skills and build their confidence.

Curriculum and teaching: Strong standard

The curriculum is ambitious, well-sequenced and broad, covering all areas of learning and development. It is designed to meet children's ages, stages and needs, with a clear focus on communication and language, personal, social and emotional development, and physical development. This ensures children develop the knowledge and skills needed for future learning.

Staff expertly use children's interests and next steps to plan activities to support their learning and development. For example, staff use children's interest in construction to explore different buildings from around the world, explore construction vehicles and talk about what they do. Children carefully develop their motor skills as they are challenged to create and build with both tiny bricks in the play tray and large bricks in the outdoor construction site role-play area. Staff across the pre-school provide a learning environment rich in language to support children's communication and language development. They adapt their teaching very successfully for children with special educational needs and/or disabilities to support their understanding and work towards their targets.

Staff support children to move confidently around the setting and access activities. Key persons work closely with each other to pass on any relevant information about the children who come to take part in different activities. They weave mathematics into children's experiences as much as possible. For example, they encourage problem solving and counting and introduce new mathematical language whenever possible.

Achievement: Strong standard

Children with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care make rapid progress. For instance, children who were previously nonverbal or withdrawn now engage in interactions, use language and participate confidently in group activities.

Children are very well prepared for the next stage of learning and starting school. They become highly independent. For example, they serve themselves at mealtimes, confidently using a serving spoon to put food on their plate. They become extremely confident communicators and express their needs and ideas well.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established a calm, respectful and well-structured environment where expectations for behaviour are clearly understood and consistently applied. There is a harmonious culture, and children demonstrate really positive attitudes to learning. Children learn how to interact and play with their friends and benefit from observing staff who are positive role models. They learn the importance of sharing and waiting their turn at mealtimes. This helps them serve themselves food independently.

Relationships between staff and children are warm and responsive. Key persons know children very well and provide reassurance and support, helping children to feel safe and settle very quickly. This is particularly effective for children with special educational needs and/or disabilities and those who require additional emotional support. Staff model kindness and consideration in their interactions, which children go on to copy. Children consistently collaborate and work together, such as when working with peers to decide on the right tools to successfully dig out the toys animals that have been hidden in the sand.

Leaders work effectively with families to ensure that they understand the importance of regular attendance. They support families to ensure that children benefit from their time at the setting. Staff are aware of the policy and procedures in place and take swift and thoughtful action if needed.

Children's welfare and wellbeing: Strong standard

Staff warmly and sensitively support children's emotional wellbeing, making sure they are highly attentive to their individual needs. They skilfully offer calm support and reassurance when needed. This helps children feel extremely secure and flourish in their care.

Staff manage routines very well, with a consistent approach to keep children healthy, and they support them to thrive. Children learn how to keep themselves healthy through nutritious meals prepared on site daily, with portion sizes and a balanced meal fully considered. Children learn about the benefits of fresh air and exercise as they participate in weekly dance sessions and explore different ways to move to music. Children access learning, both indoors and outdoors, to provide rich learning experiences. Routines are embedded and well understood, which helps children to understand what happens next and supports a secure and strong sense of their emotional wellbeing.

Leadership and governance: Strong standard

Leaders demonstrate a commitment to ensuring all children receive consistent, high-quality care and education. This has a significant impact on outcomes for children. Children are placed at the centre of all decisions made.

Leaders have an excellent understanding of the strengths and weaknesses of the setting. They identify any areas for improvement accurately and take swift and effective action to address them. For instance, the garden has undergone development, creating a range of exciting and inviting areas for the children to explore and learn. They place a consistent emphasis on staff development, ensuring that staff have regular supervision sessions. They put in place precisely tailored training that supports staff to contribute to the continuous development of the provision and the quality of practice at the setting.

Highly effective communication and partnerships with parents are established, along with any other professionals involved with the family, which has a positive impact on children's wellbeing and enables them to thrive. Parents speak highly of the staff and all aspects of the setting.