Little Poppins Pre-school

Inclusion: Strong standard

Leaders and staff know the children very well. They have a robust understanding of the local area and the challenges families face. They work very closely with the local authority, settings and schools, providing bespoke and individual support to ensure all children settle well. They use additional funding to purchase resources to support individual needs. For example, children excitedly talk with staff about their new toothbrushes, encouraging their understanding of keeping themselves healthy. Staff have purchased new resources to support inclusion. Staff are well trained and use funding effectively to purchase new resources to support inclusion. Leaders review regularly to assess the impact of this and adapt provision accordingly. For example, children with special educational needs and/or disabilities or those who face barriers to their learning have a space where they can play quietly, promoting relaxation and supporting individual needs successfully.

Leaders and staff carefully plan for children's specific needs. They ensure children's personal plans are in place and work very closely with parents and other professionals to ensure children receive additional help and support where needed. For example, leaders use early years pupil premium funding purposefully to provide targeted resources and support to help reduce barriers, ensuring children who face disadvantage make secure progress from their starting points. Staff share ideas with parents about how to support learning at home, sharing information regularly to ensure consistency of care. Leaders and staff quickly identify where support needs to be put into place. For example, they prioritise children's communication and language skills successfully. Children who were shy when they started are now confident communicators.

Curriculum and teaching: Expected standard

Children access a broad range of experiences across all areas of the curriculum. For example, they explore colours through puzzles, engage in imaginative role play using real vegetables, and learn about how herbs grow. They enjoy joining in with rhymes and songs, supporting their listening, attention and wider understanding.

However, staff do not always recognise opportunities to extend children's learning during activities. While activities are planned to support children's learning and development across all areas of the curriculum, at times, staff are not always confident to build on these to deepen children's knowledge and skills. In contrast, staff support communication and language understanding well. Children develop age-appropriate skills and are becoming confident communicators. For example, staff use sign language to support understanding and promote inclusion. Children also show a strong interest in books, settling quickly for story time and developing a love of reading.

Staff prioritise children's personal, social and emotional development. Children play cooperatively, collaborate well and take pride in their achievements. Physical development is supported effectively through activities that promote balance, coordination and movement. Staff use assessment to identify next steps, such as providing opportunities to practise using scissors safely. Overall, children make appropriate progress from their starting points.

Achievement: Expected standard

Children achieve well. Children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning are considered and included. They achieve well from their starting points and receive the necessary support to reach individual milestones effectively.

Children develop confidence and independence skills successfully. Children demonstrate that they know the rules and routines, including expectations of the setting, very well. For example, children open their own lunches, packets and drinks themselves and put their own things away. Children with SEND and those who face barriers to their learning are supported with sign language to help them develop into confident communicators. However, at times, staff do not always recognise when they could extend learning opportunities for children. Nonetheless, children achieve well and are prepared for starting school effectively.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff consistently provide a respectful and safe environment for children. Staff are good role models who praise and encourage children regularly, supporting children to develop very positive friendships. As such, children manage their own feelings and behaviour very well. They are kind and courteous to their friends, displaying good manners and care. Embedded practices ensure all children know what is expected of them. For example, children respond to the tidy-up song and immediately settle on the carpet for the welcome song to say hello to staff and their friends. This promotes children's very positive attitudes to learning and each other.

Leaders and staff promote punctuality and attendance consistently. Routines to ensure children are supported to attend are thorough and embedded. As such, all children, including those with special educational needs and/or disabilities, and those who face barriers to their learning, are eager to attend and arrive on time ready for their day. This helps promote effective routines for starting school. Leaders and staff work very closely with other professionals and parents to support individual needs and to make sure children feel settled and secure. For example, staff plan for children's individual needs, regularly updating individual care and education plans and supporting children and families to establish positive routines.

Leaders and staff identify quickly where support is needed to help children and families. For example, they work closely with the local authority to promote teeth brushing and to support children and families to learn how to recognise tooth decay and to support low sugar diets. This focus on helping families make healthy choices successfully supports their knowledge and understanding. Children who needed support to recognise healthy foods now make healthy choices and talk excitedly about brushing their teeth every day.

Children's welfare and wellbeing: Strong standard

Leaders and staff know their children very well. Children develop strong bonds and display very positive attitudes to learning. The rules and routines of the setting are consistently embedded. For example, children independently use tissues to wipe their noses, immediately putting these in the bin when they have finished and washing their hands. These activities support children's self-care effectively. At mealtimes, children consistently choose healthier options, eagerly talking to staff about their favourites. This supports children's understanding of keeping themselves fit and healthy successfully.

Staff prioritise children's wellbeing. They display children's family photos so that children learn about other families. This promotes children's understanding of others positively. Leaders and staff are highly responsive to the changing needs of children. For example, children are supported to advocate for themselves. This helps children learn to recognise warm and positive relationships and ask for help when they need it. Staff prioritise children's physical skills. They take children on regular walks to the local woods and orchards nearby. This supports children's understanding of the local area and how being outside positively impacts on their health and emotional wellbeing.

Leadership and governance: Expected standard

Leaders are proactive and passionate. They are committed and motivated to ensuring all children and families are supported. They are hardworking and recognise the setting's strengths and areas that they are focusing on. For example, leaders recognise that they need to support staff in developing their skills and confidence to recognise how and when they can extend children's learning and development further during activities. Leaders have recognised this and are seeking additional support from the local authority. They are committed to ensuring staff feel supported and valued and provide ongoing supervisions to manage workloads effectively.

Leaders and staff engage with parents and other professionals to provide regular communication updates and for parents to know what their children are learning and making progress in. Parents talk highly of the support they receive, the positive partnerships they have with the staff team and how happy their children are. Inclusive practice, children's welfare and wellbeing and support for children's behaviour, attitudes and establishing routines are strengths of the setting. Leaders have very positive plans for the future to develop practice and provision further and ensure that they continue to offer quality care and education for all children. They are committed to strengthening the consistency of staff practice and provision to secure high-quality experiences and outcomes for all children.