Lou-Moo's Preschool

Inclusion: Expected standard

Overall, the curriculum is yet to be embedded in practice. However, leaders and staff plan provision that reflects the interests and developing needs of all children. For example, leaders liaise with parents and carers to share strategies that are working well in the setting so that these can be mirrored at home. Leaders use additional funding to acquire toys and resources that reflect children's interests. For example, they provide magnifying glasses for children who enjoy bug hunting and outside play and costumes for children to play in imaginatively. Staff adapt provision and activities to ensure that they are accessible and enjoyed by all children. For example, they create safe spaces and adapt tabletop drawing activities for children with special educational needs and/or disabilities (SEND). This enables children to participate in activities that they enjoy in a reassuring and comfortable space.

Leaders have implemented a reward system, promoting children's inclusivity, motivation and enthusiasm for learning. Children are rewarded with pom-poms for acts of kindness and positive behaviours. These are added to a reward jar, promoting children's self-confidence and a sense of belonging, as children work together to achieve collective rewards. Leaders use funding to support children from disadvantaged backgrounds. They purchase toys and resources that reflect children's interests and developing needs. For example, they use dinosaur counters to engage children in their mathematical learning, supporting them to build accuracy and confidence when counting.

Leaders identify and respond swiftly to the needs of children with SEND, so they achieve well from their starting points. Leaders liaise with the local authority and other professional agencies to support children's needs, implementing suggested strategies and continuously monitoring children's progress. Staff regularly review the impact of planning and provision. They closely monitor the outcomes for all children and adapt or seek additional advice if needed. Staff use home communication sometimes to provide feedback for parents. This typically helps parents to understand how to support their children's ongoing learning at home.

Curriculum and teaching: Expected standard

Leaders have worked diligently since the last inspection to review and implement a curriculum. They are now working to embed the curriculum across their provision to sustain improvements, such as developing the quality of teaching and learning to consistently high levels, promoting positive outcomes for children. Leaders have implemented a play-based curriculum that reflects the values and skills they want children to learn at different ages and stages of their development. They place a high focus on preparing children for the next stage of their education at school.

Following the last inspection, staff have received support and coaching that has typically raised the quality of teaching across the setting. Staff observe children, identifying their next steps in learning. They plan focused activities aligned to children's personal interests and adapt their teaching in the moment to meet children's individual needs. This supports all children to be ready for the next stage of their learning. Leaders prioritise children's personal, social and emotional development. For example, children learn about different coloured monsters and how different colours represent feelings of 'anger' or 'sadness'. Staff encourage children to reflect and consider how they are feeling at different times throughout the day, adding colours to their monster display, promoting further discussions with staff. This supports children to understand and regulate their emotions.

Staff generally, plan activities that support children to develop mathematical skills, such as counting, placing objects in size order and copying colour sequences. They interact with children to encourage children's mathematical understanding as they play alongside them, using vocabulary such as 'biggest' and 'smallest'. Staff share stories and songs regularly to promote children's language and communication skills. Staff typically participate in children's imaginative play. For example, they engage in conversations with children about the 'strawberry pancakes' and 'cheese sandwiches' they prepare for staff. Staff thank children for their delicious snacks, praising their efforts to promote their confidence and self-esteem.

Achievement: Expected standard

The new curriculum is still in its infancy and therefore has not yet had chance to be sustained over time to raise the achievements for all children. Leaders and staff are continuing to develop focused teaching and learning that consistently promotes children's emerging needs, fostering positive outcomes for all children.

Children with special educational needs and/or disabilities who were previously reluctant speakers are beginning to develop their communication skills. Children are increasingly able to express their needs and engage in conversations with staff and other children. Children who were shy and reluctant to engage in activities now confidently take part in group experiences alongside other children.

Children learn new vocabulary as they sing along to nursery rhymes and share stories. Circle-time games and activities are used to promote children's listening and attention skills. Outside, children use a range of equipment to explore and enjoy the world around them. They develop their large and small muscles as they navigate and jump through hoops and chase after small cars rolled down ramps. Children learn about personal safety as they wait patiently until pathways are clear before riding along safely on their bikes.

Children develop their independence skills through everyday routines. For example, they help to tidy away resources and pour themselves drinks from jugs into open cups. This typically prepares children for the next stage of their education at school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff are positive role models. They have high expectations for children's behaviour. Staff adapt these expectations to meet the needs of all children. For example, they recognise when children need time outside to burn off excess energy, promoting their engagement and attention in other routine activities. Leaders and staff support children to create their own behavioural rules for the setting. This fosters children to have respect, ownership and an understanding of the consequences of making poor decisions. Staff recognise and reward children's positive behaviours, such as sharing and being kind to their friends. This typically promotes responsibility and pride among children.

Children generally behave well and follow the routines and instructions given to them by staff in the setting. They happily find a friend to line up with, before making their way to the bathroom to wash their hands before eating. Children are kind and demonstrate care towards each other. For example, they help their friends to scoop up apple slices onto their plate at snack time. Children independently praise the work of their friends, telling them that their flower picture is 'amazing'. This promotes children's confidence and self-esteem.

Children typically demonstrate positive attitudes to learning. They persevere to complete puzzles and sequence activities that they initially find trickier. Children develop resilience as they play games with their friends and are encouraged by staff to 'keep trying', such as when they throw arrows at a target board. Children delight in each other's success and smile with pride as they hit the target. They enjoy their learning and develop a sense of value as they play alongside their friends. Leaders promote and monitor punctuality and attendance closely. They support regular attendance and help children to settle quickly at the start of the day.

Children's welfare and wellbeing: Expected standard

Children make some healthy choices about the foods they eat. When visiting the snack table, they take turns, independently serving themselves toast and the healthy fruits on offer. Children recognise how their drinks of milk and water are good for them. Snack and mealtimes are peaceful and enjoyable social times for children. Children learn polite manners and respectful behaviours from staff, who are positive role models, interacting with them at mealtimes. Leaders are currently working on different strategies with parents and carers to promote healthier outcomes for children's lunches to further promote healthier lifestyles for children.

Children are cared for in a safe and nurturing environment. Children learn independence skills and how to care for themselves and others. Staff share stories that help children to recognise how their actions might make others feel. This helps children to understand and regulate their emotions and enjoy their experiences at the setting. Children regularly access the outdoor area, which promotes their physical skills. Staff recognise that some children thrive when playing outside. They engage in activities, such as playing football with children to help them burn off energy. This helps children to channel their focus and reduce restlessness.

Staff teach children to express their needs, such as when needing to visit the toilet or wash their hands. Children know and follow the routines of the day. For example, staff use musical prompts to signify tidy-up times and picture cues to identify the next activity for children. This particularly supports children with special educational needs and/or disabilities to feel safe and build a sense of security.

Leadership and governance: Expected standard

Leaders have taken swift and proactive action since their last inspection to make significant improvements to their provision. Leaders have implemented a new curriculum that they continue to embed to sustain improvements, such as raising the quality of teaching to consistently high levels, promoting positive outcomes for children's learning and development. Leaders have implemented robust recruitment procedures. They have reviewed policies and protocols across the setting to prioritise and promote children's safety and wellbeing.

Leaders undertake regular staff supervision sessions to consider staff wellbeing and their continued professional development. They ensure that staff have the required knowledge and skills to remain suitable for their roles and responsibilities. For example, all staff receive the required safeguarding and first-aid training to promote children's health, safety and wellbeing. Staff comment that leaders are approachable, and they feel that their wellbeing is considered. Leaders have introduced coaching and bespoke professional development for staff to promote outcomes for all children. This has led to significant improvements in the quality of teaching and care being provided to all children.

Leaders are passionate about their role. They have worked diligently with the local authority since the last inspection to improve and make changes to their curriculum, policies and provision. Leaders use reflective practice and observations of their provision to gain an oversight of the setting. Leaders identify areas of their practice for further development that will promote outcomes for children, for example working with parents to promote healthy lifestyles that will benefit children's health and wellbeing. While parents and carers comment positively on their children's experiences at the setting, leaders recognise that they need to further strengthen the partnerships between parents and key persons for the further benefit of children's learning, development and healthy lifestyles.