Monkeys Pre-School

Inclusion: Expected standard

Leaders promote an inclusive culture where every child is supported to participate and make suitable progress. They are knowledgeable about children's different needs and swiftly identify children who have special educational needs and/or disabilities (SEND). Staff communicate well with other professionals to put plans in place. These are reviewed often with parents to make any necessary adjustments.

Staff implement plans that typically support children with SEND to make progress from their starting points. These are well understood by staff. Staff use their knowledge of each child to adjust and target activities to help them gradually close the gaps in their learning. For instance, for children with communication and language delays, staff use a range of visuals and simple signing to help them engage and be heard. Staff offer daily small group sessions to target different needs, such as speech and understanding.

Leaders ensure children access available funding, which is thoughtfully used to support each specific child. For example, to provide more adult time, intensive one-to-one interactions and sensory resources to calm children and help them feel settled and safe. This improves outcomes for children with SEND and those who are disadvantaged.

Curriculum and teaching: Expected standard

Leaders know what they want children to learn and what skills will help them to make progress in their learning. Staff consider the needs of the group as a whole and the individual children when planning activities. The curriculum is designed to help children make progress across key skills, such as communication and language, social skills and physical development. Staff are typically able to build on children's skills and focus on what they need to learn next. For example, for children who learn English as an additional language and have some singular words, staff focus on supporting them to form sentences.

Staff deliver effective teaching experiences to children during adult-led group times. They are clear with their instructions, explain the activity well and engage children through praise and enthusiastic interactions. Staff focus on all children being able to access the learning. For example, they regularly use simple signs and visuals to support all children, including those with special educational needs to understand and be able to respond. The learning is generally tailored to each child's age and stage of development, using small groups to target specific identified areas in children's learning.

Typically children enjoy daily access to the garden where they are supported to explore their physical skills, such as climbing and balancing. However, some staff do not consistently extend children's interests when outside.

Achievement: Expected standard

Children make steady progress from their starting points and are generally well prepared for their next stage of learning. All children, including those with special educational needs, make progress with their communication skills, using both verbal and non-verbal ways to express themselves. Younger children enjoy singing familiar stories. Older children recall vocabulary for new objects. Children learn some simple mathematical concepts, such as counting, colours and size.

Children learn to be increasingly independent with their self-care skills. They smile with pride as they help to prepare fruit for their friends and confidently put their own outdoor clothes on. Children are typically kind to each other, beginning to negotiate how to share resources and take turns. They enjoy playing together in the garden, making friendships and helping each other on the climbing equipment.

Children use their independent thinking skills. They make choices and decide how they want to use the available equipment. For example, when using play dough they choose which tools they need to make it long or short. Children typically focus well and show concentration and good listening skills when taking part in group activities.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff establish clear and well embedded routines. The familiarity and consistency enable children to feel secure in a predictable environment. Staff use particular sounds and visuals to notify children of transitions during the day. This helps them to follow the routines well, knowing when they need to come to the carpet for group time, come in from the garden or tidy away the resources.

Typically, staff have high expectations for children's behaviour. They explain the rules clearly to children and remind them during the day. For instance, children are supported to remember to walk indoors and to tidy away the resources. Staff use a system of recognition and praise for good behaviour. This encourages children to want to take part and follow the rules. They clap each other and beam with pride when their behaviour is celebrated. Staff address any minor unwanted behaviours calmly and sensitively, helping children to understand the impact of their actions on others. Staff build positive relationships with children, modelling kindness and care. Children are generally kind to each other, putting their arm around their friend and taking turns well.

During planned, adult-led group times, children focus very well. They listen intently, join in and concentrate. Staff adapt their expectations and support to enable new children and those with special educational needs to take part in a way that is suitable to them. On occasions, during unstructured times, staff lack the knowledge and confidence to support children to be consistently engaged in meaningful play.

Leaders support families and children to recognise the importance of regular attendance and consistency in routine for children's well being. They work with families to understand individual circumstances and provide appropriate support where needed.

Children's welfare and wellbeing: Expected standard

Leaders place children's welfare and wellbeing at the centre of the provision. They create a space that is welcoming and friendly where children feel safe to explore. A particular strength of the setting is the well embedded key person system where staff build positive, warm relationships with their key children. Staff conduct initial home visits to gather information about the child to help them to feel welcomed and settled when they start. For children who have special educational needs and/or disabilities (SEND), extra care is taken to support them to feel happy to come to the setting. For instance, a box of provisions that are special to them are used to welcome them in, and sensory, calm spaces are offered within the setting.

Staff support children to consider healthy choices. They teach them about different fruits at snack time and how to safely cut these up. Staff encourage discussions about healthy foods with the children during play, such as with the play dough or the mud kitchen. Children are encouraged to think about oral health and keeping their teeth clean. Children develop their own independence in following good hygiene practices. They know to wash their hands before they eat and after going to the toilet.

Children are supported to manage their emotions. They feel safe to go to staff for help when they need it, or to ask for a hug. Staff often give children cuddles for comfort or a hand to hold when they require extra support. They adjust the support for children with SEND and are quick to recognise when they need reassurance. Children are supported to recognise what helps them, helping them to develop confidence and emotional security.

Leadership and governance: Needs attention

Breaches to the statutory requirements mean that leaders are not consistently secure in their knowledge of some of the changes made to the early years framework. Not all mandatory training is up to date, however, leaders and staff are clear on their roles and responsibilities. Leaders have taken prompt action to begin to address the breach and there is no negative impact on children's learning or welfare.

Leaders generally understand the settings strengths and areas for development. They are reflective of the provision and discuss where alterations could be made to improve outcomes for children. For instance, plans are in place to develop and create new spaces to enhance what they already offer children with special educational needs and/or disabilities (SEND).

Staff have regular meetings with leaders where they discuss their well being and any support they need to carry out their roles successfully. They are highly valued by leaders and given opportunities to build their confidence and are supported in their own professional development. Staff report feeling happy in their roles and part of a close, supportive team.

Leaders work in partnership with other professionals in a timely and thoughtful manner. They listen to advice and implement suggestions in the setting to further support children with SEND, to make the progress they are capable of.

Leaders have built effective relationships with parents. They provide support to families, including practical help, such as access to resources and guidance. Parents report feeling part of their child's learning journey. They feel included and know how to continue supporting their child at home to make progress in their development.