Mini Marvels PreSchool Limited

Inclusion: Strong standard

Staff have a robust knowledge of child development. This is a key factor in assessing children's progress and recognising the individual needs of children. Leaders are acutely aware of the barriers children face to learning. They make informed decisions about how funding is used that supports children to access the curriculum in full. Children make excellent progress from their start points and staff confidently speak about how this has happened as a result of their swift and targeted intervention. The highly knowledgeable special educational needs coordinator ensures that no child falls behind. Staff specialist training in this particular area of the provision and knowledge of children is used well to devise personalised plans for children. Staff skilfully adapt environments and teaching for children in order to remove any barriers to learning children have.

Staff use rigorous monitoring of children's progress to measure the progress they make. This allows them to precisely flex and adapt the curriculum to meet the ever changing needs of children. Leaders hold regular reviews with parents to ensure that the best support is given for children and to celebrate the incredible progress children make. Leaders ensure that partnership working fully supports children to remain engaged in their learning through shared targets and high expectations for what children can achieve. Positive feedback from parents confirms the rapid progress children make and how barriers are being removed.

Curriculum and teaching: Expected standard

Leaders are aware of the needs of the children who attend and have designed a curriculum that supports the fundamental skills and knowledge children need. They swiftly identify how to flex and adapt the curriculum in response to children's emerging needs, particularly those who have barriers to their learning.

Communication and language is a strength supported by screening and early identification of any speech delays children might have. Children are exposed to broad and rich vocabulary that extends their confidence in speaking and using language to seek out information. Children show confidence in early mathematical skill, such as counting and simple addition, as they count their friends at group time. Children develop a range of social skills as they engage in group activities with their peers. They have opportunities to learn about sharing and turn-taking through carefully structured activities. Staff support children to develop kindness and empathy as they care for the dolls.

Staff use explicit teaching for physical development that helps children develop positive attitudes to physical exercise. Staff apply their secure assessment of children's progress with child development to plan learning experiences that engage and challenge children. However, these same principles do not consistently apply to children's outdoor learning, which means the quality of interactions and teaching are not always as effective as they are indoors.

Achievement: Expected standard

Children develop communication and language skills consistently well. They develop a broad vocabulary that they use in their play and to express their ideas and feelings. Children who have language delays make swift progress due to the targeted support they receive. They use their language acquisition to develop their learning. They ask questions, hold conversations and develop skills, such as counting and early literacy.

Children show confidence and resilience. They approach learning with positive attitudes and show perseverance when faced with challenges, such as when trying to push dough through a small tube. Children engage in group activities with growing confidence. They call out answers as they successfully recognise sounds that they hear. Children listen well and show high levels of attention to adult-directed activities. Children lead their own play and follow interests, although they do not have consistent opportunity to develop their curiosity when outdoors. They approach physical play opportunities with great enthusiasm,, often creating their own learning experiences. Children engage in daily toothbrushing and are developing positive oral hygiene habits for the future.

Behaviour, attitudes and establishing routines: Expected standard

Children arrive happy and self-register their names with pride. They seek out their friends and begin to play. Staff are clear about the expectations for children's behaviour and these are consistently demonstrated across the setting through children's positive attitudes and relationships. Children show warm and secure relationships with adults and quickly engage in learning because they feel safe. Children are comfortable and familiar with routines and show a sense of confidence. They are able to see what is happening next as a result of the visual routine. Staff adapt routines to meet children's individual development needs, such as when children need quiet spaces and time to regulate their feelings. This means that children do not miss out on opportunities to access education and remain positively engaged in learning. Some parts of the day, however, are not as organised, such as when children prepare to go outside. Some children struggle with the change and become unsettled. That said, staff support children during this period and they quickly adjust to outdoor play.

Children show a wonderful sense of belonging. They find their names as they arrive and post them in a box. Daily helpers ring the bell to symbolise a change in routine. Leaders work in partnership with parents to promote the importance of attendance. When children face barriers to attendance, leaders seek alternative ways to manage their sessions, such as offering adjusted timetables.

Children's welfare and wellbeing: Expected standard

Children develop secure attachments with staff as a result of the effective key-person approach. They receive warm and nurturing care from adults, who know them incredibly well and respond to their individual needs. Leaders have ensured that environments are fully inclusive and that all children benefit from the care and education provided. For children who face barriers to learning, staff construct carefully considered plans that help them to achieve targets. Sensitive care routines meet children's personal, social and emotional development needs. This prepares children to approach learning in a positive and enjoyable way. However, at times, routines lead to wait times for children, such as when getting ready to go outside.

Children learn about the importance of healthy lifestyles. They enjoy nutritious snacks and develop an awareness of foods that support their good health. Staff promote physical play and encourage children to manage risks appropriately, such as when using climbing equipment. Children show their growing independence and ability to manage personal hygiene tasks, such as wiping their noses. Children self-serve their snacks and pour their milk and water. After meals, children help to clear the table. Staff offer praise and show appreciation when children demonstrate positive behaviour choices. Children engage in discussions with staff about feelings. This helps them to manage their emotions and behaviour choices appropriately and promote emotional wellbeing.

Leadership and governance: Needs attention

The setting has been through a change in leadership in recent months and the new management team at the setting are making significant improvements overall. However, those on the committee with oversight and governance have little involvement with the setting. This means that they do not have a clear understanding of the priorities and are unable to oversee the quality of the provision for children. That said, the current manager and deputy effectively evaluate the strengths and identify areas that can be developed further. They place a high priority on safeguarding and wellbeing to ensure children are safe, happy and have a sense of belonging. Children who face barriers to learning are fully supported with robust systems that ensure they make consistent progress across the 7 areas of learning. Leaders apply funding in ways that give children the best possible opportunities to access the curriculum in full.

Leaders support staff wellbeing and regular supervisions are held to discuss workload and address any staff concerns. Leaders check the ongoing suitability of staff and ensure that mandatory training, such as safeguarding and first aid, is attended as required. However, the programme of professional learning and expertise is not yet sharply focused enough around supporting staff to broaden their knowledge and skills and equip them to reach their full teaching potential.