Murrow Pre-School

Inclusion: Strong standard

Leaders monitor children's progress diligently and very quickly identify children who require additional support or adaptations to the curriculum. They establish highly effective partnerships with professionals, enabling children to swiftly access support. Staff receive purposeful training to fully support their practice in meeting the individual needs of children in their care. They quickly identify barriers to children's learning. Leaders use additional funding particularly well to tailor support for children's individual needs. For instance, they subsidise lunches to ensure that children access healthy and nutritious meals. Leaders consistently review the provision, ensuring that it remains highly effective in supporting children and their families.

Leaders work collaboratively with parents and carers. They implement highly effective targeted support when required. For example, staff introduce signing and share information with parents to introduce this at home with their children. This joined-up approach helps children to make rapid progress from their starting points in development.

Leaders meet the needs of the community they serve extremely well. They understand the difficulties the families in the area face and how these impact on children's learning. They proactively implement support to help them to access targeted help to remove barriers to children's learning. For example, they assist families with funding applications to ensure that children can access their entitlement to childcare.

Curriculum and teaching: Expected standard

Staff gather information about children's starting points from parents and carers ahead of their children starting pre-school. This enables staff to plan children's learning from the start. They use ongoing assessments to monitor children's progress and identify any gaps in their learning. They use their understanding of what children know and can do to build on children's skills further.

Staff provide stimulating and fun learning experiences that reflect children's interests to promote their engagement. As a result, children demonstrate curiosity, concentration and secure social skills. Leaders plan an environment that promotes children's learning in all areas of the curriculum. For example, they introduce mark-making equipment into the outdoor construction area to promote children's literacy skills. Staff skilfully enhance early mathematical skills with children as they play. However, on occasion, some large-group activities are not as well organised. For instance, staff do not consistently recognise when some activities are taking too long and children are kept waiting for their turn.

All staff have a secure understanding of how to support children's communication and language development. They incorporate a range of highly effective strategies to meet individual children's communication needs and to support their growing vocabulary. Staff model words, using simple signing and actively engaging in children's play. Children enjoy songs and stories throughout the day. Leaders have created a lending library of books and activities for parents to share with their children at home.

Achievement: Strong standard

All children, including those with special educational needs and/or disabilities, make superb progress in their learning and development. Despite some minor areas of weakness in the delivery of some large-group times, all children still make excellent progress due to staff adapting the overall provision to individual children's needs. Even the youngest children swiftly settle into the pre-school. They are consistently supported to develop resilience and confidence, displaying pride in their achievements, particularly when celebrated on the 'proud cloud'.

Children benefit from highly stimulating opportunities that foster their curiosity, resulting in high levels of engagement. Children are particularly well prepared for their next stage of learning. Feedback from local schools confirms children exceed expected levels on entry. Children become extremely confident in their communication skills and transition smoothly to school, equipped with positive attitudes to learning, high self-esteem and readiness for their future learning.

Behaviour, attitudes and establishing routines: Strong standard

Staff develop secure attachments with children. Through enduring partnerships with parents and carers, staff know the children particularly well. They use every opportunity to support children as they transition into the pre-school by warmly greeting newcomers and guiding them to engaging activities that reflect their interests. Staff understand the importance of providing consistency in children's care routines. They are consistently attentive and responsive to children's needs. For example, staff sing familiar songs to comfort younger children at nap time, helping them to settle quickly in a nurturing environment.

The predictable daily routines provide children with a sense of familiarity and belonging. The use of a visual timetable and songs for transitions helps every child to understand what is expected. This is reflected in the enthusiasm with which children help to tidy for lunch, putting away toys and sweeping floors. Expectations for children's behaviour are high, clear and consistently applied. Staff skilfully guide and reinforce positive behaviour, speaking calmly and praising kind actions. This results in a caring environment, where children play collaboratively and build secure friendships among their peers.

Leaders work closely with families to highlight the importance of consistent attendance. Their commitment is evident in the high attendance rates and the significant progress that children make.

Children's welfare and wellbeing: Strong standard

Leaders make the welfare and wellbeing of every child a top priority. They respond effectively to the diverse needs of children and their families, adapting their approach as necessary to provide tailored support. Leaders consider the use of additional funding to maximise its positive impact on children's lives. For example, they use funding to significantly enhance children's access to healthy food by providing a nutritious and home-cooked lunch each day. Staff actively participate in mealtimes, using these opportunities to reinforce children's understanding of the health benefits associated with the food they are eating.

Key persons build secure bonds with children. They prioritise their wellbeing by providing safe sleep environments and regularly checking on them during naps. Daily routines consistently encourage children to become independent in their self-care and physical health. Children practise daily toothbrushing, which families are encouraged to continue to support at home. They benefit from a curriculum that teaches them to explore and express their emotions through a wide range of activities.

Staff provide valuable daily outdoor opportunities to teach children about physical health. They introduce activities to encourage children to take safe risks and extend themselves in a supportive environment. This fosters children's resilience and confidence, while promoting their overall wellbeing.

Leadership and governance: Expected standard

Leaders are passionate about providing quality learning experiences for all children. They have a secure understanding of the pre-school's context and the diverse needs of the families they serve. From the very beginning, leaders focus on building meaningful relationships with families. For example, they invite parents and carers to join their children for breakfast and participate in stay-and-play activities. This creates a relaxed atmosphere that fosters partnerships and highlights the benefits of quality interactions during play.

Leaders regularly review the quality of education and care provided to children, which has a positive impact on the overall care they receive. They work closely with the feeder schools and gain regular feedback about children's achievements. This ongoing evaluation ensures that they meet the changing needs of the children accessing the pre-school effectively. For instance, the pre-school has seen a considerably higher intake of boys than girls, with a preference for outdoor play. Leaders have incorporated resources and activities that reflect their interest in this area.

Leaders prioritise staff's wellbeing, and morale is high. Staff confirm they feel valued and 'love their jobs'. They speak highly of the support they receive in their professional development, helping to ensure that every child experiences the same high standard of provision each day.