Little Robins Pre-School

Inclusion: Expected standard

Leaders provide an inclusive learning environment for all children. Staff and leaders work hard to support children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language effectively. Leaders strive to identify those children who require additional support. This is done swiftly, and staff monitor children's progress closely. Regular reviews are completed to identify appropriate next steps and support for children is typically effective in meeting their individual needs and enabling their achievement. Staff regularly discuss children's progress as a team. Any training individual staff complete is shared with the wider team to help achieve consistency in the support provided for children. However, strategies to help children with SEND understand the rules and boundaries are not implemented consistently, leading to confusion at times.

Professional relationships with other agencies and parents are established. Parents comment positively on the support and guidance that staff give them to help their children learn at home. Any additional funding is spent appropriately. For instance, money is spent to provide new and exciting experiences for children that they may not otherwise receive. Children go to the nearby theatre to watch performances. Staff then use these experiences to build on children's learning further. Leaders reflect regularly on the impact that the funding is having on children's progress to ensure it is spent effectively and is having a positive impact.

Curriculum and teaching: Expected standard

The staff team is currently going through a transition with new staff starting. During this period of change, children's learning and development remains the priority. Staff gather relevant information from parents at the earliest opportunity. They closely monitor children within their first sessions to identify initial starting points. Leaders and staff regularly assess children's ongoing progress, using their findings to inform the opportunities on offer. Leaders carefully consider the curriculum and tailor this to meet the needs of the children who attend. Staff and leaders plan and deliver enjoyable learning opportunities, ensuring children receive the experiences they are entitled to. Individual support plans are implemented swiftly. These are closely monitored and reviewed so that targets continue to be relevant to children.

Staff adapt their interactions with children, supporting those who have barriers to their learning successfully overall. There is a clear focus on communication and language throughout the curriculum to support children's developing vocabularies and love of stories. Staff encourage parents to borrow children's favourite books to share at home. Staff support children to learn in a variety of ways. They teach them in small groups with focused input from staff, who support and extend children's learning appropriately. Staff check children's knowledge, correcting them gently when required.

Achievement: Expected standard

All children typically achieve well from their individual starting points across all areas of learning. Children become effective communicators and develop their vocabulary. For instance, younger children talk about a chicken in a picture, and repeat new words that staff introduce, such as 'rooster'. Children then use this correctly later in the discussion. Children play collaboratively, working together to build towers with blocks outdoors. With support from staff, children count the number of blocks and re-count to consolidate their learning. They respond positively to the praise they receive. Children with individual support plans, and those who face barriers to their learning, benefit from staff who know them well and understand how to help meet their individual needs. These children achieve their individual targets and are well prepared overall for their future learning.

Behaviour, attitudes and establishing routines: Expected standard

Children form friendships with one another. Some children require more support to interact with others and staff recognise this, acting as positive role models to help them. If low-level disputes arise, staff swiftly help children to understand how to negotiate with their friends. This leads to a calm and inviting learning environment.

Routines are embedded and children know what to expect next. They transition well from one area to another, settling quickly to concentrate and focus on the next part of their day. Staff support parents to recognise the importance of their children attending and the benefits this has on their development. Leaders work collaboratively with parents to overcome any barriers to attendance.

Staff have the same high expectations for all children. Overall, staff support children to understand boundaries. Leaders have clear approaches to support children with special educational needs and/or disabilities. However, strategies are not always implemented consistently. As a result, occasionally children do not understand what staff expect from them and struggle to follow the rules in place.

Children's welfare and wellbeing: Expected standard

Staff build respectful relationships with children, helping them to feel safe and secure. Children are excited to include staff in their play. Staff reassure them that they will join soon, developing children's ability to wait patiently and calmly. Regular discussions between staff enables the whole team to support children's individual needs effectively. Leaders recognise that the key-person system helps children to form bonds with staff, and will be even more effective once the staff team is fully established.

Staff remind children to use their manners when the 'special helper' serves them their food. Children smile when staff praise them. They become independent and manage their own health and wellbeing, such as when using the toilet. Children recognise when others need help and support their friends without hesitation. For example, when children are clearing up using brushes, their friends go and help with the task.

Leaders promote children's health and nutrition. They work with the on-site school caterers to adapt the healthy school meals for the pre-school. Children learn about eating a balanced diet and the importance of keeping their bodies active and healthy. Leaders use their passion for gardening and share their knowledge to benefit the wider community.

Leadership and governance: Expected standard

Leaders have taken swift action and made a number of changes and improvements required since the last inspection. The setting is going through a significant period of changes to the staff team that is presenting leaders with challenges. Leaders are reflective and recognise the challenges that they face. Leaders have a clear vision for how they want the pre-school to develop further. For example, they have plans for staff taking on more focused roles as the staff team grows.

Leaders have appropriate oversight of the staff team. They hold regular discussions with staff and recognise the hard work that they do. Staff work with leaders to identify areas for development. Leaders accommodate training requirements, wherever possible, and recognise the impact that this has on staff's practice. Leaders now need to support all staff, particularly those new to the setting, to develop and embed high-quality teaching so children make even better progress. The welfare of staff is a real priority to leaders. As a result, staff feel valued and supported in their roles.

Professional relationships with external partners are established. These contribute towards swift support for children who face barriers to their learning. Leaders at the pre-school receive complimentary feedback from schools when children move on, validating that they prepare children well for the next stage in their education.