Magdalene Preschool

Inclusion: Strong standard

Staff know all children extremely well. This ensures that a consistent approach is used within the setting to meet individual children's needs. They have robust procedures to identify and assess children's needs and seek external support to ensure they reduce all barriers swiftly. Leaders have used their detailed assessment to apply for additional funding, write reports for diagnosis and support education, health and care plan applications. Their inclusive practices ensure that all children, regardless of their background, need or circumstance, are supported to participate and achieve in the setting. Leaders ensure staff complete targeted training that will impact positively the children in their care. For example, all staff recently completed training on supporting children with special educational needs and/or disabilities, which has helped staff to develop their practice.

Leaders' use of early years pupil premium funding is purposeful and targeted. This enables these children to access enrichment and take part in musical sessions that improve their communication and build their confidence. Staff work closely and sensitively with families and any external professionals to ensure that continuous effective support is in place. Parents explain how their children have flourished since attending the setting.

Curriculum and teaching: Strong standard

Leaders have designed a curriculum with the children's interests at the heart. Children benefit from having choice and autonomy in their play. Staff let children take the lead, and then expertly join in to support children to build on what they know and help them develop further. This supports children's problem-solving, imagination and thinking skills. Leaders ensure that all children are observed regularly, assessed and their next steps are then skilfully progressed through strategic planning.

All children benefit from high-quality interactions that guide children to learn new knowledge. For example, staff explain the difference in qualities of sand to the children. They discuss that dry sand is quite fine, so it does not stick together like the wet sand that sticks together like cement. Staff ensure mathematics skills are practised frequently and meaningfully.

Children benefit from the spacious free flow environment that children navigate confidently. This supports their emotional wellbeing. For example, alongside their friends, children confidently negotiate ideas. They excitedly fill up wheelbarrows with resources they have chosen and push them across to the other side of the garden. Children independently access the climbing frames to develop their balance, coordination and strength. All children, including those with special educational needs and/or disabilities, engage with the curriculum and make excellent progress.

Achievement: Strong standard

All children achieve rapid progress in all areas of development. They are independent in self-care and well prepared for school. At snack time, they pour themselves water from a dispenser into cups and spread butter on their crackers using a knife. They know to put on their own wellies and coats when going outside and attempt this independently. Children work together to complete a giant alphabet floor puzzle, demonstrating high levels of focus and engagement.

Children with special educational needs and/or disabilities or those that face other barriers to learning and/or wellbeing make excellent progress from their starting points. They feel secure in the environment and fully participate in the nursery day. They have the confidence to play alongside others and explore all that is on offer.

Children who previously communicated through noises can now express their needs through language. They respond positively to consistent language modelling and repetition.

Behaviour, attitudes and establishing routines: Strong standard

Consistent routines and boundaries help children to know what to expect throughout the day. All children develop high levels of independence and even those who have recently joined understand the daily routine. Leaders work closely with parents to promote regular attendance and share the importance of attending for whole sessions. This enables children to benefit fully from the curriculum and daily routines.

Staff intervene swiftly if children need support in managing their behaviours. Staff encourage children to think about their feelings and the impact on others. All children share toys and treat each other with kindness. For example, children ask 'Can I use one of your cars please?' This results in a respectful and inclusive culture that allows children to thrive and belong. Children have secure relationships with staff. Younger children seek staff out for comfort when feeling tired and snuggle in for cuddles.

Staff set high expectations for children's behaviour and support children's individual needs. They make adaptations to support children who need gestures, repetition or visual prompts to help them to understand and make appropriate choices. All children display positive attitudes to their learning.

Children's welfare and wellbeing: Strong standard

Staff prioritise children's welfare and emotional wellbeing through calm, responsive care and highly consistent routines. Staff understand children's individual needs and respond quickly when children show signs of becoming overwhelmed. They use reassuring strategies, such as modelling a calm voice and offering children their favourite activity and area to help children regulate. This supports children to feel safe and secure.

Mealtimes are unhurried and well organised. Staff supervise children closely and promote safe eating practices. Leaders share with parents the importance of healthy eating and healthy lunch box ideas. They recently organised a workshop with external professionals for families to provide further support and advice on healthy lifestyles. Leaders have applied to be part of the oral health programme and share with parents NHS dentists in the community with vacancies. Parents state they feel well supported by the setting and say that the nursery is highly accommodating and flexible to their changing family circumstances.

Children wash their hands before meals and independently use a tissue for a runny nose. Staff promote habits that help them look after themselves. Staff encourage outdoor play in all weathers. The daily fresh air and the opportunity to make choices about their day supports children's wellbeing.

Leadership and governance: Strong standard

Leaders have an excellent overview of the setting; they understand the setting's strengths and take action to improve any areas they identity for further development. For example, they recently decided to implement a rolling snack to not have to interrupt children's sustained play.

Leaders ensure a highly effective programme of professional development, including regular supervisions, to decide training that would most interest the staff and be of benefit to the children they work with. They are passionate about making a difference to children's early years.

Leaders appreciate all staff in the team. Staff state they are well supported and valued, they all enjoy working at the pre-school and feel committed to the setting. This results in a low turnover in staff, which provides consistency for children. Parents state they feel the leaders and staff genuinely care and get to know them well so they can offer personalised support.

Partnerships with parents are effective. Leaders actively seek parent feedback, and ensure they are kept central to their children's learning journey. External professional relationships with the local authority are collaborative, which ensure that all children benefit from a high-quality education and care.