Lydlynch Preschool

Inclusion: Needs attention

Leaders do not always have effective oversight of the impact of the curriculum on all children. Although leaders have implemented a new observation and assessment procedure, some children, in particular those who face barriers to their learning, are not consistently supported to make sustained progress. Leaders have not ensured that staff engage with all children during play and daily routines, which does not help children to learn beyond their own thoughts and ideas. As a result, some children do not always have access to meaningful learning opportunities. In addition, leaders do not ensure that additional funding for specific children is used purposefully. Consequently, this funding does not support children's next steps in learning effectively.

Nevertheless, some children with special educational needs and/or disabilities are supported appropriately. Since the previous inspection, leaders and staff have worked closely with local authority advisers and other professionals to develop individual plans that typically help children make progress from their starting points. For example, some children receive targeted support to help them understand what is happening now and what will happen next within the daily routine. In addition, key staff undertake relevant training to enhance their knowledge and understanding. This helps children to participate more fully in activities alongside their friends.

Curriculum and teaching: Needs attention

Since the last inspection, leaders and staff have focused on improving their systems for observing and assessing children's development. This helps them to identify children's needs more quickly. In addition, they have recently developed a new curriculum with a clear focus on what they want children to learn. However, this curriculum is still in its early stages, and staff have not yet embedded it consistently into practice. Staff's interactions are friendly and welcoming, and they typically support children during their play. However, staff do not sufficiently adapt their teaching to meet children's differing stages of development. As a result, teaching does not always build effectively on what children already know and can do. Consequently, children, including those who face other barriers to learning and/or wellbeing, are not consistently supported to make rapid progress in their learning and development.

Overall, children are happy and curious learners, and they enjoy the wide range of activities available both indoors and outdoors. At times, when teaching is supported by some more high-quality interactions, staff successfully extend children's learning by introducing new vocabulary. For example, when encouraging children to create objects with play dough, staff enthusiastically describe the texture as 'soft' and 'squidgy'. At times, some staff support children's early mathematical development by encouraging basic counting skills and introducing mathematical language. For instance, they discuss how many skittles children have knocked down and how many remain if one is taken away. However, this practice is not yet consistent across the pre-school.

Achievement: Needs attention

Children make some progress from their starting points. However, some children, including those with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing, do not consistently secure new learning over time. For example, children who are developing their early language skills often play for extended periods with limited meaningful interaction from staff. As a result, they are not consistently supported to make progress towards their next steps in learning.

While some children participate in activities and appear settled, others wander between experiences and do not engage fully. Children who face barriers to learning can become easily distracted and disengaged because they do not receive sufficient encouragement or support to help them maintain their focus. Consequently, children do not consistently build on what they already know and can do. However, at times, some children benefit from small-group activities that help them to recognise the letters in their names. Overall, children's progress is variable across the pre-school, and some children are not adequately prepared for the next stage of their learning, including their move to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive and nurturing environment where expectations for behaviour are clearly understood and well promoted. Staff use positive role modelling, praise and encouragement to help children understand expectations, develop good manners and build positive relationships with others. Children form warm relationships with staff, who know them well and provide reassurance when needed.

Leaders and staff have high expectations for children's behaviour, and children generally understand what is expected of them. For example, when staff shake a musical instrument, children stop what they are doing and wiggle their fingers in the air, ready to listen to instructions. This helps children to develop their listening skills and supports their understanding of the daily routine.

Since the previous inspection, leaders have identified transitions as an area for improvement and have recently introduced strategies to strengthen routines and support children more effectively. They adapt routines to meet the individual needs of children. For example, children with special educational needs and/or disabilities and those who face other barriers to learning can choose to remain outdoors when the indoor environment becomes busy, and return inside when they feel ready. This helps to prevent them from becoming overwhelmed. Staff are typically attentive to children's emotional needs, recognising key indicators of how children are feeling and responding promptly when support is needed. This promotes children's wellbeing and contributes to a calm, positive and harmonious atmosphere.

Children's welfare and wellbeing: Needs attention

Leaders do not provide sufficient support to help staff understand the guidance relating to healthy meals for children. As a result, leaders and staff do not consistently encourage children to make healthy choices at mealtimes, particularly in relation to healthy drink options. This does not support children to make consistently healthy choices. However, staff do implement some activities that support children's health. For example, children are encouraged to brush their teeth during each session, helping to establish some positive oral hygiene routines. This promotes children's understanding of the importance of dental health.

Children develop secure attachments with their key person. They have a sense of belonging and are confident and independent in their environment. For example, staff support children with special educational needs and/or disabilities by playing alongside them and remaining close by when needed. However, this is not consistent across the pre-school. Children confidently seek out staff for comfort, reassurance and support. This promotes their emotional wellbeing effectively.

Children enjoy outdoor play and spend much of their time in the garden. They develop their physical skills, using their arm muscles to roll balls and climbing across bridges and other play equipment. Leaders monitor children's attendance and punctuality closely and work in partnership with parents and carers to promote regular attendance and punctual arrival at the pre-school.

Leadership and governance: Needs attention

Although leaders have introduced changes since the last inspection, these are not yet fully embedded and have had limited impact. For example, staff are aware of the new curriculum and of key areas of learning but do not yet use this consistently in teaching and interactions with children. As a result, some children do not build on what they already know and can do. Since the last inspection, leaders and staff have engaged in professional development, including working closely with the local authority to strengthen support for children with special educational needs and/or disabilities. This is helping to improve outcomes for these children.

Leaders have implemented systems to strengthen oversight, including staff supervision meetings. However, leaders do not sustain effective overall oversight of the pre-school. They do not observe staff practice regularly enough and do not always address weaker teaching promptly. Consequently, the quality of teaching remains inconsistent. Some staff do support children's learning well. For example, they use musical instruments effectively to develop children's listening skills through games involving 'stop' and 'go'.

Leaders and staff promote regular attendance and promptly follow up on any unexplained absences. They maintain positive relationships with parents and carers and generally communicate well with them. Parents speak positively about the pre-school and appreciate the tailored support provided for their families. This helps to support children, including those who face barriers to learning.