Nanny Jenny's Preschool

Inclusion: Expected standard

Leaders promote an inclusive environment where children and families are welcomed, valued and supported. Staff take time to understand children's backgrounds, home languages and individual needs. They adapt interactions effectively to support the children's communication, emotional development and understanding. For example, they use signing, visual prompts, simplified language and one-to-one support. Staff use children's interests, such as music and numbers, to encourage engagement and communication. As a result, children, including those with special educational needs and/or disabilities and those who speak English as an additional language, settle well, build confidence and make progress from their starting points. Children who were previously nonverbal now communicate using words and interact positively with others.

Leaders work closely with external professionals, including area special educational needs coordinator teams and speech and language therapists, to improve outcomes for children. Staff implement advice consistently, for example by adapting communication and allowing additional processing time. Leaders support smooth transition through meetings with receiving schools and the use of transition documents, meaning children approach upcoming changes with confidence.

Leaders support disadvantaged families effectively. For example, they help them access funding and provide them with practical resources, such as meals, coats and books. Parents report their children are 'happy', 'settled' and 'progressing well'.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that supports children's communication, confidence, independence and social development in preparation for school. Children benefit from a broad range of engaging indoor and outdoor experiences including sensory play, role play and exploration activities. Staff use stories, singing and conversations linked to children's interests to extend language and learning. They introduce ambitious vocabulary such as 'journey' and 'adventure' and encourage children to recall previous learning.

Staff support children's mathematical understanding through counting, colour mixing and the use of mathematical language during play. Children access regular physical experiences that develop their coordination and confidence in movement through activities such as hammering wooden nails into pool noodles. Consequently, children learn how to use tools competently.

Staff use effective teaching strategies to promote children's thinking and problem-solving skills. Children confidently share ideas, predict outcomes and develop positive relationships with others. Staff adapt teaching appropriately for children with special educational needs and/or disabilities and those who speak English as an additional language. For example, they use repetition and simplified language. As a result, children engage well and make progress from their starting points.

On occasion, staff interactions do not always build on children's ideas in a meaningful way, for example during mealtimes and quieter periods of play. Sometimes, staff miss opportunities to extend children's thinking and understanding through meaningful discussions and questioning. Leaders recognise these inconsistencies and have begun to address them through staff training and reflective practice.

Achievement: Expected standard

Children are happy, settled and confident within the setting. They engage enthusiastically in activities for sustained periods and show curiosity as they explore sensory play, pirate role play and creative experiences such as painting. Children develop positive relationships with others, play cooperatively and demonstrate kindness, empathy and good manners. They confidently express their ideas, recall previous learning and use increasingly ambitious vocabulary during conversations and play. Children with special educational needs and/or disabilities make progress from their starting points, including developing communication and interacting positively with friends.

Children develop early mathematical understanding through everyday activities, such as counting, measuring and recognising shapes during play and construction activities. They develop good physical skills and coordination by using tools safely and controlling equipment with increasing confidence. Children show a growing understanding of the world and enjoy exploring nature. They discuss insects and make links between stories and their real-life experiences. Children thoroughly enjoy their learning and make positive progress across all areas of learning and development. However, children's awareness of safer eating practices is not yet fully embedded.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have created a warm and nurturing environment where children feel safe, settled and emotionally secure. Children arrive confidently, separate from parents well and develop positive relationships with staff and friends. Gradual settling-in procedures help children, particularly those with special educational needs and/or disabilities (SEND), to build trust and confidence over time. Staff are approachable and welcoming, with several families returning with younger siblings due to positive relationships established between home and the setting.

Children behave very well and demonstrate positive attitudes towards learning. They cooperate during play, take turns and use polite language, such as, 'Please may I have this?' Staff professionally support children to resolve minor disagreements independently. Children remain engaged in activities for sustained periods and show curiosity and enjoyment in their learning. Staff use established routines to support children's independence, including following hygiene procedures, tidying resources and preparing for outdoor play. Leaders promote attendance by following up absences promptly and by supporting vulnerable families to access vital funding. As a result, children attend regularly and experience consistency in their care and learning.

Leaders implement inclusive approaches to support behaviour and emotional regulation. They ensure staff adapt expectations for children with SEND through visual prompts, reassurance and flexible routines. However, approaches to behaviour management are not always fully consistent. At times, staff miss opportunities to explain their expectations clearly, particularly during mealtimes. Consequently, children do not always recognise how to keep themselves safe or understand what is expected of them.

Children's welfare and wellbeing: Needs attention

Safer eating practices are not yet secure. During mealtimes, some children walk around while eating, and staff do not consistently reinforce expectations for children to remain seated. Staff also miss some opportunities to explain safety expectations and associated risks, especially when children are learning to use knives. However, this is a new routine and has not yet been fully embedded. Consequently, children's understanding of safe mealtime behaviour is not yet consistently reinforced.

Overall, staff create a caring and inclusive environment where children generally feel safe, secure and emotionally supported. Staff know children well and respond sensitively to their individual needs, particularly children with special educational needs and/or disabilities, who benefit from nurturing interactions and adapted communication. Children confidently seek reassurance and support from familiar adults. Leaders work closely with families and external agencies to support children's emotional wellbeing, care routines and transitions. Flexible routines and practical support contribute to children's stability and wellbeing.

Children develop growing independence and manage aspects of their self-care effectively. Staff support children to confidently follow hygiene routines, access drinking water independently and understand simple healthy lifestyle messages. Staff support children to take responsibility for tasks such as serving parts of their lunch and tidying away resources, giving children a growing sense of responsibility.

Leadership and governance: Expected standard

Governance arrangements generally support children's safety and wellbeing. Leaders maintain appropriate checks, risk assessments and safeguarding procedures. Leaders review procedures, strengthen security and communicate changes effectively with staff and parents where required. Safeguarding knowledge is secure overall, although some weaknesses in oversight remain around safer eating practices.

Leaders demonstrate a clear understanding of the setting's strengths and areas for development. They introduce improvements to the environment, including common spaces, sensory experiences and plans for a dedicated outdoor special educational needs area. Leaders accurately identify weaknesses in practice, particularly around mealtime interactions, and consistency in staff communication. They take proactive steps to improve practice through reflection discussions, training and revised supervision arrangements.

Leaders support staff wellbeing positively through supportive supervision, professional development and open communication. This helps staff feel valued in their roles. As a result, children benefit from nurturing care and positive interactions that support their emotional security and learning. Partnerships with parents and the wider community are positive, and families value the support and communication provided.

Leadership is not yet consistent during mealtimes. Newly introduced routines, such as children using knives independently, are not fully embedded or consistently managed. However, leaders demonstrate a commitment to improvement.