Little Sheep Pre-School

Inclusion: Expected standard

Leaders typically demonstrate and implement inclusive practice by identifying and assessing children's needs through regular observation, assessment and information-sharing with families and other professionals. Staff know children well and use this knowledge to close gaps in learning. They adapt provision and planning experiences to meet children's developmental stages. For example, staff support children to sit with the group for short periods at mealtimes, helping to build tolerance, confidence and social skills.

Leaders and staff generally support children with special educational needs and/or disabilities well. Leaders ensure that staff receive relevant training, including communication training, so they can effectively support children with communication needs. Staff use approaches such as modelling single words clearly and allowing additional processing time, helping children to understand and respond at their own pace. They implement clear, consistent strategies to meet individual needs, review support regularly and work with external agencies and parents to access appropriate input when needed.

Leaders support disadvantaged children, those known to, or previously known to, children's social care well. They sensitively build trusting relationships with children and their families, prioritising emotional wellbeing and stability. They use additional funding purposefully to meet needs, for example they provide enhanced provision that helps children engage purposefully in learning, alongside targeted resources that support development. Leaders monitor progress to help ensure gaps begin to narrow and children can access the full curriculum. All children are valued and generally well supported to feel safe and make steady progress in their learning.

Curriculum and teaching: Expected standard

Leaders typically provide clear direction for the curriculum and have made improvements to this since the last inspection. They have strengthened planning and sequencing to ensure learning builds more securely on what children already know and can do. Leaders set expectations that focus on consistency and quality, and they monitor practice to ensure staff implement the curriculum in ways that meet children's needs. They support staff through guidance and professional development, helping them adapt their approaches effectively.

Leaders design a curriculum that is broad, balanced and carefully sequenced. It promotes key areas, such as communication and language, personal development and physical skills. Leaders ensure learning opportunities reflect children's interests and experiences, for example incorporating a theme of sea animals to build on children's curiosity, engagement and progression over time. Staff work collaboratively and regularly discuss children's development, using this shared knowledge to plan the curriculum so it better meets individual needs.

Staff generally deliver the curriculum effectively. They interact positively with children, model language clearly and support learning opportunities. Staff plan purposeful experiences and adapt practice in the moment to respond to children's interests and stages of development. For example, children develop small physical skills as they manipulate play dough, and use tools and resources to make shapes, while staff discuss shapes and sizes with children to support their mathematical understanding. However, children who require further opportunities to extend their learning do not always receive this consistently.

Leaders and staff typically ensure that the curriculum remains inclusive. They adapt activities and resources so all children can access learning, including those with additional needs or facing barriers. Children are generally engaged and make effective progress in their learning.

Achievement: Expected standard

Children typically make progress across all areas of learning as they develop new skills and build on what they already know. They learn to communicate their needs, share ideas and join in with others. Children develop confidence, they speak in small-group activities and take part in routines. They confidently seek out friends and invite them to join their play, for example taking turns respectfully when jumping to and from stepping stones together, while developing their large physical movements. Children explore resources with interest, such as making structures with sand, which supports their understanding of shape, space and early problem-solving.

Children, including those with special educational needs and/or disabilities, disadvantaged children, and those known or previously known to children's social care, generally make suitable progress from their starting points. They develop the knowledge and skills expected for their age and stage, such as early literacy skills, using simple counting and understanding basic concepts, such as size. Children develop independence as they manage their own belongings, make choices about their play and take increasing responsibility for their own routines. Overall, children are generally well prepared for the next stage in learning, and their move to school, showing curiosity, engagement and growing confidence in their abilities.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have worked hard since the last inspection to implement high expectations for behaviour and attitudes. They have introduced clear routines and consistent approaches, which staff follow consistently to create a calm and predictable environment. Children generally understand what is expected of them and transition smoothly between activities.

Leaders and staff operate an effective key-person system, which helps staff know children well and respond sensitively to their individual needs. Staff build positive relationships with children and their families, helping them feel safe and secure. Children generally behave well and begin to understand simple boundaries. Staff use consistent language and strategies to support behaviour and help children manage their feelings. For example, staff give children a 5-minute warning before transitions so they can process changes and prepare for what is happening next. Staff also support children to tidy up and praise them for having a go, helping them understand routines and take responsibility.

Children typically show positive attitudes to learning. They engage in activities with interest, show curiosity and develop independence. Leaders and staff use inclusive approaches by adapting expectations and providing additional support for children with special educational needs and/or disabilities, disadvantaged children, and those known or previously known to children's social care. Leaders monitor attendance and work with families to promote the importance of regular attendance. Children develop confidence, resilience and a sense of belonging.

Children's welfare and wellbeing: Expected standard

Leaders typically prioritise children's welfare and wellbeing and provide clear direction to staff. They establish routines that promote children's safety, health and emotional security. Leaders monitor practice and guide staff to maintain consistent and responsive care.

Staff support children's welfare and wellbeing effectively. Through the key-person system, they know children well and respond sensitively to their emotional and physical needs. Children form secure attachments and show that they feel safe and comfortable in the setting. They readily seek reassurance, comfort and support from familiar staff when needed. Staff promote healthy lifestyles through routines, such as hygiene, and opportunities for physical activity and fresh air with daily access to the outdoor space. Staff are mindful of sun safety during periods of extreme heat and take steps to protect children, such as limiting access to outdoor spaces during the hottest parts of the day. Children access their drinks independently, supporting their self-care and independence. Staff encourage children to manage personal care and support them with toilet training, alongside parental advice. However, staff do not always talk to children about the importance of keeping themselves healthy, which limits children's understanding of why these routines matter.

Leaders and staff take an inclusive approach to wellbeing. They adapt care to meet the needs of all children, including those with special educational needs and/or disabilities, disadvantaged children, and those known or previously known to children's social care. Staff work closely with families and external professionals to provide appropriate support. Overall, children generally develop confidence, resilience and a positive sense of wellbeing.

Leadership and governance: Expected standard

Leaders typically provide a clear direction for the setting and maintain an overview of quality and standards. Since the last inspection, leaders have taken steps to strengthen practice, including raising expectations and improving consistency across the provision. These changes support the day-to-day running of the setting and contribute to a more organised, calm and purposeful learning environment. Leaders monitor practice regularly and identify priorities for further development. Staff report that they feel well supported, and recent changes to leadership have had a positive impact across the whole setting.

Leaders consider staff wellbeing and workload. They create an open and honest environment, where staff feel comfortable sharing ideas, reflecting on practice and raising concerns. Leaders organise routines to support manageable workloads and promote teamwork. Staff generally feel valued and work collaboratively as a team.

Leaders prioritise professional learning and expertise. They provide training opportunities, including communication-focused training and multi-agency safeguarding training, to strengthen staff knowledge and practice. Staff use this training in their work with children, although leaders continue to identify areas, where practice can be further developed.

Leaders engage positively with parents and external professionals. They communicate regularly with families, share information about children's progress and offer guidance to support learning at home. Parents report that their children are well supported and make good progress. The setting welcomes families into celebrations, such as Mother's Day and Father's Day, helping to strengthen relationships and create a sense of community. Partnerships with external professionals further support children's needs. Leadership arrangements typically support ongoing improvement and have a positive impact on all who attend.