Little Saplings Preschool

Inclusion: Expected standard

Leaders and staff identify, assess and reduce barriers to learning before children start. They gather detailed information from parents and any other relevant professionals, such as speech and language therapists. This means that children with special educational needs and/or disabilities (SEND) have their needs met from the outset.

Staff know their key children extremely well. They generally adapt their teaching effectively to ensure children get the most from planned learning experiences. For example, during daily registration, children are invited to choose the matching weather picture and place it on the interactive board. Staff promote teamwork and inclusion by encouraging peers to guide and support one another. As a result, less confident children grow in confidence and independence in a fun and supportive environment. Staff praise children's involvement effectively. This boosts their confidence and supports progress in their social communication development.

During child-directed play, staff should strengthen practice by involving children who remain on the edge of play more consistently. This would help ensure that all children, especially those with SEND, are supported to achieve their best learning outcomes.

Leaders have a secure understanding of children's needs and progress. They use this knowledge well to decide how any additional funding children receive is used, helping to reduce barriers to learning and wellbeing.

Curriculum and teaching: Expected standard

Leaders and staff have designed a curriculum that covers all 7 areas of learning, with a clear focus on developing children's independence. Staff usually deliver this well. Children are motivated and curious learners who enjoy leading their own play and learning through trial and error. Staff generally help children build on what they already know. They encourage them to recall prior learning and use thoughtful questions, visual prompts, and resources to deepen understanding. This is effective when children recall that the beehive is oval-shaped, like an egg.

Children, including those with special educational needs and/or disabilities (SEND), make lots of progress in their communication and language. Staff use robust assessment tools and regularly monitor children's progress. They work closely with parents and outside professionals, such as speech and language therapists, to provide tailored and ongoing support for children who need it. For example, staff use strategies such as Makaton and visual prompts to strengthen children's communication skills.

Staff offer stimulating outdoor learning experiences, such as digging and planting. This supports children's understanding of lifecycles while extending their speech and language skills through insightful discussions. However, staff do not always adapt their interactions well enough to ensure all children are encouraged and motivated to join in these focused activities. This limits the amount of progress some children make in language, vocabulary and communication, which comes from enhanced support from skilful staff.

Achievement: Expected standard

Children become independent learners and develop the knowledge and skills they need for future learning. They make steady progress across all 7 areas of learning, including children with special educational needs and/or disabilities (SEND). This includes those children with any other barriers to learning or wellbeing. Children benefit from a bespoke settling-in process and a well-established key-person system.

They receive tailored support informed by careful assessment and close work with parents, carers and other professionals. For example, all children develop high levels of self-esteem as staff provide learning opportunities that are challenging but achievable from each child's individual starting points.

Children benefit from well-targeted support that reflects their needs and progress. Eligible children receive effective support through additional funding where needed, including enhanced staffing ratios. Children with SEND, and those with other barriers to learning, typically access the full curriculum. However, sometimes staff do not consider fully how to adapt their teaching outdoors to help children achieve the best possible outcomes in their speech and language development.

Behaviour, attitudes and establishing routines: Strong standard

Leaders are committed to promoting inclusive approaches to behaviour, attitudes and establishing routines. For instance, where possible, leaders will adapt sessions to help reduce the tiredness some children experience when attending on consecutive days. This improves children's overall attendance and wellbeing.

Children respond well to familiar routines and know what is expected of them. For example, they stop and listen when staff use the triangle signal and use 'twinkly fingers' appropriately to show staff they have their attention. Children consistently help to tidy up, make healthy choices at mealtimes and follow safe hygiene routines. Children who need extra support receive it discreetly. For example, staff subtly adapt seating and the organisation of mealtimes to ensure the care needs of all children are met inclusively.

Children become increasingly independent in their self-care skills and build caring attachments to staff who help them succeed. For example, staff model effective practice and provide younger children with smaller jugs so they can pour their own drinks.

Children learn to manage their emotions superbly through sensory play and consistent tailored support from staff. For example, the rainbow room provides children with a calm, sensorial space to use strategies, such as animal-themed yoga, to help regulate their emotions during times of overwhelm. This helps all children, including those with special educational needs and/or wellbeing needs, refocus and return to learning with a positive attitude and a willingness to learn.

Children's welfare and wellbeing: Strong standard

Staff create a calm environment with clear expectations and guidance from leaders. High staff retention provides children with a stable and supportive environment. Children develop trusting relationships with familiar staff, whose interactions are always warm, positive and responsive to children's differing needs.

New children seek comfort and are reassured by their key person during group registration. Staff respond with genuine care, consistent praise and gentle guidance. Consequently, children settle quickly and develop a strong sense of belonging and happiness in the setting. Leaders and staff are proactive in identifying individual children's needs and in ensuring an inclusive environment. For example, adaptations to the setting, such as safety ramps, are installed to ensure that all children can access the garden safely and independently.

Children also show a love of books. Older children readily read stories to their younger peers, who giggle with delight at the animated voices they use. This helps to strengthen peer friendships and supports children's overall emotional wellbeing at the setting.

Staff support children's wellbeing beyond their time at the setting. For example, they work with outside professionals to put education plans in place and help children prepare for the move to school. Leaders and staff also work closely with new schools and teachers to help ensure that children, particularly those with special educational needs and/or disabilities, receive the best possible start to the next stage of education.

Leadership and governance: Expected standard

Leaders typically have a secure understanding of children's needs and progress. They take account of views from parents and other professionals working with children to decide how additional funding should be used. This ensures that any money spent on new resources and tailored support consistently reduces barriers to children's learning and wellbeing.

Staff complete training to complement inclusive practice, such as autism awareness training. This has assisted staff to establish structured routines that make learning predictable and safe for all children. However, leaders do not always ensure staff reflect deeply enough on their practice to ensure their interactions consistently help children reach their full potential.

Leaders know their staff well and provide huge amounts of support for their mental health and wellbeing. For example, they recognise when staff would benefit from a break and offer a wellbeing day. This helps staff remain patient, attentive and responsive to children's needs. As a result, children build trusting relationships and receive the emotional support they need to thrive.

Parents speak very positively about the leadership and staff team and value the clear communication about their children's progress. Support plans are reviewed regularly with parents and relevant professionals. This well-managed, holistic approach helps all children, including those with barriers to learning, move on to school smoothly and successfully.