Marvels Lane Pre-School

Inclusion: Expected standard

Leaders have established an inclusive culture where children's individual needs are identified early and barriers to learning and wellbeing are reduced effectively. Staff use information from parents, observations and assessment to understand children's starting points and adapt support accordingly. This is particularly evident for children with special educational needs and/or disabilities (SEND), children learning English as an additional language and younger children.

Leaders work closely with families and external professionals to shape support for children with additional needs, including those awaiting specialist assessments. Progress is monitored regularly, and leaders review the impact of support through ongoing discussions and formal reviews. Parents value the open communication and practical strategies shared to support learning at home.

Universal strategies, such as clear routines, visual supports and predictable expectations, help children access learning and daily activities alongside their peers. Children known to children's social care are supported sensitively, with leaders maintaining appropriate information-sharing and oversight to support their welfare.

Leaders recognise that further embedding personalised strategies within daily routines would strengthen independence for some children with SEND.

Curriculum and teaching: Expected standard

Leaders have designed a broad and balanced curriculum that meets the learning and development requirements of the early years foundation stage. The curriculum reflects children's interests, builds on what children know and can do, and places a strong emphasis on personal, social, emotional and physical development.

Practitioners understand how children learn and use this knowledge to support learning through purposeful interactions, modelling and routines. They promote language development across the curriculum by introducing new vocabulary, encouraging talk and linking learning to children's experiences. Teaching supports early literacy and mathematics through everyday activities, play and structured routines.

Leaders use assessment to check what children know and can do, and they use this information to shape planning and interactions. Teaching is inclusive, with staff adapting expectations and support for children who are younger, disadvantaged, have special educational needs and/or disabilities or face other barriers to learning.

Teaching consistently supports children to engage with learning through routines, play and purposeful interactions. Staff promote children's language and thinking through questioning and discussion. However, opportunities for children to pause, think and respond are not consistently embedded across practice.

In mathematics, teaching places a strong emphasis on number, counting and shape within daily routines and planned activities. Opportunities to extend children's understanding of measure and space are less consistently evident. Strengthening these aspects would deepen children's thinking and broaden the mathematical knowledge developed through everyday experiences.

Achievement: Expected standard

Children make progress from their starting points across the areas of learning, developing confidence, independence and foundational skills for later learning. They communicate their needs, engage with books and stories, and explore early mathematical ideas through play and routines.

Overall, children with special educational needs and/or disabilities, those learning to speak English as an additional language and those facing other barriers make progress because support is tailored to their needs and reviewed regularly. Leaders track progress and work with families and professionals to help children overcome barriers.

Children are well prepared for their next stage of learning. They demonstrate secure independence, communication and early literacy and numeracy skills. There is scope to deepen children's thinking and broaden their mathematical understanding, particularly in relation to measure and space.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a calm, positive environment with clear and consistently applied expectations for behaviour. Children understand routines and respond well to guidance from staff, which supports a settled atmosphere where learning can take place.

Strong relationships between practitioners and children underpin children's positive behaviour and attitudes. Staff model kindness, respect and cooperation, and children learn to share, take turns and work together. Practitioners support children to manage their behaviour in ways that are appropriate to their age and stage of development, using calm reminders and positive reinforcement.

Children show positive attitudes to learning and engage well in activities. Routines are predictable and well established, helping children to transition smoothly between activities and maintain focus. Leaders promote the importance of attendance and monitor it carefully, particularly for children who may be more vulnerable.

Inclusive approaches ensure that children with additional needs are supported to access routines and expectations alongside their peers. Clear structures and calm adult guidance help children to regulate their behaviour and remain engaged in learning. Some children continue to rely on adult prompting to sustain engagement and manage routines, indicating that independence and self-regulation are still developing for a small number of children.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are prioritised effectively, and this is a strength within the setting. Leaders ensure that care practices are responsive and tailored to children's individual needs, helping all children to feel safe, secure and valued.

Practitioners build warm, trusting relationships with children and provide consistent emotional support. Children are supported to recognise, express and manage their emotions through sensitive interactions and the use of appropriate resources. This helps children develop confidence, resilience and a secure sense of wellbeing.

Children benefit from healthy routines that promote physical health and self-care. Staff encourage good hygiene practices, healthy eating and regular physical activity. Children are supported to understand their bodies, take safe risks during play and develop coordination and strength through a range of indoor and outdoor experiences.

Children with additional needs, those known to children's social care and those facing barriers to wellbeing receive effective support through strong partnership working and careful monitoring. As a result, children are emotionally secure, confident and able to flourish within a nurturing and inclusive environment.

Leadership and governance: Expected standard

Leaders demonstrate a clear commitment to providing high-quality education and care that meets the needs of the children and families they serve. They know their community well and use this understanding to set appropriate priorities for improvement.

Leaders evaluate the effectiveness of the setting accurately and use reflective discussions, staff meetings and supervision to identify strengths and areas for development. Professional development is targeted to children's needs, supporting staff to develop their expertise and confidence.

Governance arrangements ensure that statutory requirements are met and that safeguarding, suitability and welfare responsibilities are fulfilled. Leaders make decisions that are in the best interests of children, particularly those who are disadvantaged, have special educational needs and/or disabilities or are known to children's social care.

Leaders support staff wellbeing through regular communication, coaching and manageable workloads. Strong partnerships with parents, external professionals and the wider community support children's learning, welfare and development.

Overall, leadership is effective and supports positive outcomes for children and families. Systems for self-evaluation, staff development and partnership working are securely in place. Consistency in the implementation of the curriculum and inclusive practice continues to develop, particularly in relation to mathematical breadth and promoting greater independence for some children.