Little Rascals Pre-Prep

Inclusion: Expected standard

Leaders and staff have created a welcoming and caring environment where all children, including those with special educational needs and/or disabilities or those who face barriers to their learning, thrive and make positive progress from their starting points.

Staff demonstrate that they know the children well and are effective at recognising when children may benefit from additional support. Across the setting, leaders and staff work collaboratively with parents and other agencies to ensure that children are provided with the support they need to progress. For example, leaders have diligently worked with parents to ensure that plans are in place to support children who are transitioning to school to ensure that their needs can be met.

Staff consistently implement strategies effectively, for example, to calm children when their behaviour becomes deregulated to support their next steps in development. Leaders understand how to use additional funding to prioritise children's areas of need. They are keen to support staff with specific training to help children make progress.

Curriculum and teaching: Expected standard

Leaders have designed a broad curriculum that supports children's learning across all the areas of the early years foundation stage. They understand the nursery's strengths and devise action plans where they identify improvement is needed, such as children's engagement during transition times. Children with special educational needs and/or disabilities (SEND), as well as those who face other barriers to learning, experience high-quality support. For example, staff adapt support so children with SEND can consistently engage in planned learning alongside their peers. Children show enjoyment in what they do. Staff know the interests of children and use this to engage children in play and conversation.

Staff support children's communication and language skills effectively. They engage in back-and-forth conversations with the children, introducing new vocabulary during playtime. Reading, stories and books are integral to the daily routine. Children show their passion for books as they cosy up with staff to enjoy their favourite stories, delve into books about topics such as dinosaurs and participate actively in large-group sessions where stories are shared. This approach helps children to develop into confident communicators.

Typically, staff support children to build the skills they need for their next stage. Independence is integrated into everyday routines. For example, pre-school children understand their responsibilities at snack time and carry these out with ease. They set the tables, pour their drinks and clear away their plates.

Mathematics is well embedded within the curriculum. Throughout their play, children learn about numbers, shapes, space and measure. For example, children show delight at using various-sized containers to scoop and pour water, learning about quantity. Staff support by asking children relevant questions, such as 'How many sides does this square have?', then touching each side to demonstrate counting.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, are making progress from their starting points. When children are engaged in their play or are exploring their interests, they show a 'can-do' attitude to learning. For example, pre-school children use trial and error to make their own play dough. They thoughtfully evaluate the ingredients and critically reflect on what to add next. Staff are on hand to support, but they are skilled and know when to let children explore and learn from their mistakes.

Children show growing independence and a desire to do things on their own, for example washing their hands ready for mealtimes, pouring their own drinks and knowing where resources are to extend their play.

Children are well prepared for their next stage of learning and their eventual transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Staff model kindness, respect and cooperation, and children learn to share, take turns and work together. Staff support children to manage their behaviour in ways that are appropriate to their age and stage of development using calm reminders and explanations. Staff throughout the setting maintain a consistent approach and are attuned to the unique needs of each child, adapting their approach as necessary. For example, staff use effective strategies to support children with special educational needs and/or disabilities to communicate their needs and wants.

Children demonstrate positive attitudes to learning, with periods of engagement at activities that meet their needs. Staff know children well and provide them with an environment to support their play and learning, including knowing when children need periods of physical play followed by calming group activities.

Generally, routines across the setting are effective. However, leaders have identified that improvement is required during transition times to ensure that children remain engaged in their play. They have plans in place to support staff in ensuring that this is embedded in practice.

Children show maturity as they transition around the setting. For example, pre-school children are required to navigate stairs from the first floor in order to get to the garden. They demonstrate that they listen to instructions from staff to ensure their safety and wellbeing.

Children's welfare and wellbeing: Needs attention

Leaders have not ensured that all staff understand their duty to adequately supervise children while eating. For example, during snack time in the pre-school room, staff did not ensure that they were prepared and ready, which resulted in children eating without a member of staff present. Furthermore, at times during the snack routine, staff would leave the table to see to other tasks and leave children unattended while eating. This is a breach of requirements and does not ensure that children are adequately supervised to mitigate the risk of choking.

Leaders recognise how crucial it is for children to stay physically active. They offer regular opportunities for children to crawl, climb and balance, both indoors and outdoors. Children love spending time outside, regardless of the weather. Appropriate clothing and equipment are supplied to help children embrace different environments.

Staff create a welcoming environment where children enjoy playing and socialising with their friends. Children develop secure relationships with staff and demonstrate they feel safe at the setting. For example, children seek out their key person to play games with them, and they engage in back-and-forth conversations. Staff support children to express their emotions, and staff are happy to provide cuddles when children feel sad. Additionally, children are conscious of their peers and the areas where they might require assistance. This reinforces the inclusive approach across the setting and helps children to learn about others in their community.

Leadership and governance: Expected standard

The leadership at the setting has recently changed, and this has been effectively communicated to both staff and parents. Currently, the interim leader possesses effective oversight of the setting and has a clear grasp of its strengths as well as the areas needing additional support. Leaders are proactive, eager to make improvements and committed to ensuring that children receive a high-quality education. They are open to feedback and demonstrate the necessary skills to implement change.

Leaders have a secure knowledge of the children and their families who attend the setting. They have clear ambition and have created a curriculum to prepare children for future learning and their transition to school. Leaders value the voice of parents, who are welcomed daily into the children's rooms to settle their children before leaving, also providing valuable time to share information. Parents of children with special educational needs and/or disabilities are also provided with additional meetings to discuss plans and next steps alongside other agencies.

Safer recruitment procedures are well embedded. Staff receive a thorough induction and regular opportunities to discuss things with leaders, such as ongoing training and development. Staff report that they feel well supported and happy in their roles with a manageable workload.