Millies Pre-School

Inclusion: Expected standard

Leaders and staff place inclusion at the centre of daily practice and know children and families well. They gather detailed information from parents, use observations to identify emerging needs and put individual plans in place that are reviewed regularly. This ensures children with special educational needs and/or disabilities (SEND), disadvantaged children and those who speak English as an additional language receive timely and well-matched support.

Leaders reduce barriers to learning through carefully planned adjustments that reflect children's individual needs. Staff adapt routines and use specialist resources, such as mobility aids, specialist seating, visual timetables and sensory materials. Additional funding is used strategically to enhance access, including providing all-in-one outdoor clothing so children with SEND can access outdoor play in all weathers and funding specialist equipment where needed. These adjustments enable children to participate fully in daily routines and play alongside their peers, fostering a culture of belonging.

Leaders monitor progress through regular reviews and adapt provision as needs change. Staff receive training on SEND, communication and mobility, which informs consistent practice. Early years pupil premium funding supports targeted resources and interventions to help children communicate and develop social skills. Staff work with external professionals and share observations and progress with families to ensure consistent support across home and the setting, enabling children to access learning fully.

Curriculum and teaching: Expected standard

Leaders structure the curriculum to develop children's abilities and understanding. Staff use observations of what children can do to plan activities that extend learning. Children enjoy exploring mathematical concepts, such as counting how many cups of water they pour, comparing the sizes of containers or sorting objects by colour and shape. They have fun using pipettes and beakers to pour and transfer water carefully, developing dexterity. They explore a variety of materials to create colourful collages, learning to handle small pieces with precision. These experiences help children focus and feel proud when they complete their creations.

Sensitive interactions help children develop language. Children use toothbrushes to get play dough out of toy teeth, while staff talk with children about brushing after meals. Group times, such as story sessions, include props and actions to support learning new words. However, group sizes are large, and background chatter and children being prepared to go home disrupt sessions, making it harder for some children to concentrate and remain involved.

Children enjoy outdoor learning. Staff encourage them to balance, move safely and manage equipment, helping them develop strength and confidence. Children with special educational needs and/or disabilities receive extra support, including help with equipment. This allows them to fully participate in activities and feel included as valued members of the group.

Achievement: Expected standard

Children increasingly use language to communicate needs, describe actions and take part in discussions with others. Children with special educational needs and/or disabilities (SEND) make clear progress in using gestures and words to convey their needs and ideas.

Outdoor play and physical development are a key focus, especially as some children do not have easy access to outdoor spaces. Children practise running, climbing, balancing and joining in movement break songs, which help them stay active and sustain concentration.

Children practise practical skills, such as putting on coats through step-by-step progression as independence is encouraged across daily routines. Children with SEND make notable progress in independence, mastering skills, such as drinking from beakers, walking unassisted to the sink and washing their hands. Children show pride in their achievements and feel confident when they succeed. They develop skills and perseverance that prepare them well for the next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Children receive targeted support to manage their emotions, particularly as they transition into the setting. Leaders provide additional staff at the start of the day to help children settle, offering reassurance, comfort and encouragement. This support enables children to regulate their feelings, gain confidence and engage more readily in learning. Leaders also encourage families to ensure children attend regularly and arrive on time, helping them establish consistent routines that support readiness for learning.

Children learn how to interact positively with others through everyday routines. They work together independently to tidy resources, such as carrying and putting away mats. Staff encourage collaboration and model respect during these routines, fostering a culture of kindness and care as children learn to help each other and share responsibilities.

Staff model expected behaviours through some guidance during play and routines, helping children understand how to act considerately. They prompt children to use polite language, encouraging please and thank you. However, behaviour is not consistently addressed. At times, staff do not respond promptly to low-level behaviours, such as running inside or minor peer conflicts, and responses vary between adults. As a result, some children continue to engage in unwanted behaviours without clear guidance.

Children's welfare and wellbeing: Expected standard

Leaders and staff promote children's wellbeing through secure, responsive relationships. Key persons know children and families well and use this knowledge to provide reassurance, consistent routines and tailored support that helps children feel safe. However, when key persons are absent, on occasion, some children do not always receive the same level of interaction.

Children develop independence through everyday routines. Staff support children to manage their own coats and belongings, helping them feel capable and confident. Leaders have introduced more opportunities for children to do things for themselves, such as pouring their own drinks and opening food packaging independently. Children also work together to tidy resources, for example carrying and putting away mats, which encourages cooperation and shared responsibility.

Children develop an understanding of health and hygiene through fun group times. Staff use a cardboard figure to demonstrate hygiene routines. The figure pretends to sneeze, and staff spray 'germs' from a bottle to show how sneezes spread. Children then practise covering sneezes, using tissues and washing their hands. These experiences link play to real-life routines and help children practise healthy habits.

Children make choices during snack times, selecting drinks and serving themselves. However, children use their hands to take food from shared serving dishes and eat directly from the table, which further reduces opportunities to promote hygienic practices.

Leadership and governance: Expected standard

Leaders regularly evaluate practice and recognise both what is working well and where further development is needed. They monitor the quality of provision through regular staff discussions, morning briefings, supervisions and ongoing observations. This enables leaders to identify where practice is working well and where adjustments are needed to better support children's progress.

Leaders use professional development strategically to improve outcomes for children, particularly those who face barriers to learning. Staff access training linked to communication, outdoor learning and supporting specific groups of children. Leaders ensure training is shared within the team and translated into practice, for example, through changes to routines and environments.

Leaders support staff wellbeing and workload through a structured induction process and regular feedback and opportunities to reflect on practice, which supports confident decision-making and contributes to consistent care and education for children.

Leaders work closely with external professionals to secure the support children need, such as specialist advice for children with special educational needs and/or disabilities and the development of education, health and care plans. They coordinate with therapists and other specialists to ensure strategies are implemented consistently, helping children make progress and fully access activities. Leaders also liaise with schools to plan smooth transitions, sharing detailed information about children's needs, routines and achievements to support continuity in learning and wellbeing.