Nassington Pre School

Inclusion: Expected standard

Leaders understand the barriers that some children face. They know how to use additional funding to make informed decisions that improve outcomes. Leaders identify emerging concerns swiftly, using what they know about each child to address gaps in their learning or development. Leaders work closely with parents and carers, sharing practical ideas that help families support learning at home and understand how this links to the experiences children have in the setting. When children may need external professional help, leaders make referrals promptly and follow up to ensure that support is in place. Leaders also work effectively with other settings so that children experience consistency in their care and learning.

Leaders have high expectations for every child. They create an environment that supports children's communication and language well. For example, they provide a large role-play area where children can act out familiar experiences and build confidence in speaking. Staff know children well. They understand their personalities and needs and plan activities that reflect children's interests. For example, staff have introduced a sea life area to extend children's vocabulary and deepen their curiosity.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that prioritises the knowledge and skills children need for the next stage of their education. They sequence learning carefully so that activities build on what children already know and can do. Staff provide purposeful opportunities to strengthen children's hand muscles, such as using play dough and a range of tools. This prepares children to pour drinks and manage everyday tasks, such as zipping up their coat, with increasing control. Children learn a variety of new skills as they weigh and measure ingredients to make play dough with staff. Through this, they practise early mathematical ideas, follow simple instructions and handle tools with increasing control.

Staff teach communication and language well. They sing with children, pausing to encourage them to join in, and they read stories when children request them. Younger children enjoy turning pages and retelling familiar phrases as they explore books independently. Staff teach mathematics explicitly. Children count confidently and match numbers to quantities, such as when identifying how many dinosaurs they have during a game.

Overall, staff interact positively with children, asking questions and giving them time to think and respond. However, at times, staff do not extend children's thinking as deeply as they could. For example, when older children face problems, staff sometimes step in too quickly rather than prompting them to explore solutions themselves.

Achievement: Expected standard

Most children learn the skills they need for their next stage of learning. They make positive progress from their starting points, particularly in communication and language. Children confidently use their communication skills to tell staff when they need help with completing a jigsaw, and they explain how they are feeling when they are feeling sad. They talk about what they are doing and what they plan to do next. For example, children describe the model they are building or explain which resources they need.

Children show growing independence as they move around the room. Newer children quickly learn routines, such as going to wash their hands after playing in the sand and pouring a drink when they are thirsty. They demonstrate the skills they have learned, including cutting with scissors, hammering nails safely and choosing activities that interest them. Prior learning is evident when children recall planting daffodil bulbs or retell familiar stories with confidence. However, inconsistencies in staff interactions limit how deeply some children extend their thinking.

Behaviour, attitudes and establishing routines: Strong standard

Leaders set consistently high and clear expectations for behaviour, which children understand and follow. From the moment children start, leaders invest time in embedding routines and their expectations for children's behaviour. This results in a extremely calm and purposeful environment, where children feel secure and know what is expected of them. Routines are very well established. Children know when to tidy up and where resources belong, with staff turning this into an enjoyable learning opportunity, such as asking children to find a yellow rectangle and return it to the correct place. These consistent approaches help children to develop independence and responsibility.

Staff model and teach respect and kindness in every interaction, whether with adults or children. As a result, children treat one another with care. They play cooperatively, share resources and form deep and lasting friendships. When children occasionally need support to manage their behaviour, staff respond promptly and consistently. They help children understand their emotions and guide them to make positive choices.

Children show very positive attitudes to their learning. They concentrate deeply during activities and persevere when tasks become trickier. Staff reinforce their expectations through regular praise, helping children to feel proud of their efforts. Leaders also work closely with parents and carers, including through termly induction sessions. They explain the importance of regular attendance and how this supports children's early education.

Children's welfare and wellbeing: Expected standard

Children are happy, settled and secure. They show they feel safe by asking staff for help and telling them what they want or need. Effective bonds with their key person help children to feel confident and understood. Staff check in with children often to make sure they are comfortable and coping well.

Staff promote positive hygiene habits, such as children washing their hands before eating and after using the toilet. Staff work closely with parents and carers to support healthy diets. They also guide parents sensitively through toilet training, helping them to understand when children are ready and that routines should be consistent between home and the setting.

Children develop important physical skills and independence. They learn to put on their coats and wellington boots and ask for help with tricky zips. Staff encourage daily active play and help children to understand why being active matters. Children join with staff to risk-assess as they go on outings, such as crossing roads as they walk to the local shop to buy ingredients to cook with.

Overall, staff support children well in their play. They join in, guide learning and offer reassurance when needed.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development. They reflect on their practice and make changes that improve children's experiences. For example, they have reviewed nappy changing routines to strengthen children's privacy. Leaders ensure that safeguarding is effective by checking that staff understand procedures, keep training up to date and follow statutory requirements. They share their expectations for children's attendance from the start through induction packs, so parents and carers understand the importance of regular attendance. Parents comment positively about the support their children receive.

Overall, leaders monitor teaching and support staff to improve. They make sure that staff receive training that strengthens their practice. When staff identified gaps in their oral health knowledge, leaders arranged training. This helps staff to support children and parents. However, leaders need to address minor inconsistencies in practice to support staff to help identify children who may need additional support. Leaders are ambitious for all children and ensure that the right support is in place. They work closely with local schools and other childcare provisions that children attend. This helps to ensure that children receive consistency in their care and education.

Leaders work with trustees, who welcome new ideas and fund training and improvements. Recent changes to the environment have created a calmer and more homely space that supports children's resilience, creativity and communication. Leaders prioritise staff's wellbeing and create an open and supportive culture. As a result, staff feel valued and enjoy working at the setting.