Old Dalby Preschool

Inclusion: Strong standard

Leaders and staff consistently and accurately identify children's individual needs. Information about what children know and can do is gathered from parents right at the very start. This allows staff to plan how they can support those children with special educational needs and/or disabilities right from the beginning. Staff adapt the curriculum and their interactions so that all children can take part in the experiences that are on offer. For example, during group times, adaptations are made as children choose if they want to sit in a small tent next to their friends. This allows for those children who want to take part in group activities but feel unable to sit in a large group to participate. This is highly effective in supporting children who struggle to sit with their friends during group times and allows them to regulate their emotions and feel involved in the activity.

Children who are known to children's social care make rapid progress in their development as they speak with increasing confidence, due to the adapted curriculum that is provided. Leaders and staff work collaboratively with other agencies, and they are quick to identify any emerging needs. They make referrals to relevant professionals and follow their advice. Leaders know which children may require additional support when they transition to formal education. They liaise with schools and design a tailored transition package so that children are supported based on their individual needs.

Curriculum and teaching: Expected standard

Leaders and staff understand how children learn and they know what skills children need to develop to be able to progress in their learning. The curriculum is designed to ensure that all children, including children with special educational needs and/or disabilities and barriers to learning, are developing key skills through the variety of experiences and activities on offer. Staff tailor their interactions and teaching based on what they know that children need to learn next. For example, children who need support to develop physical strength in their hands receive high-quality interactions that focus on fine motor skills. Staff typically support children's development of communication skills as they engage in regular back-and-forth conversations together. There are some occasions when the focus on how well engaged all children are in activities is not sharp enough, for example when they are being asked questions. Leaders recognise the importance of children having a secure understanding of mathematics and provide experiences that include, for older children, learning about the sequence of patterns. Leaders have recognised that the implementation of the mathematics curriculum needs to be further embedded to ensure that it is of a consistently high quality.

Achievement: Expected standard

Children are keen communicators and enjoy talking about the caterpillars that they are watching grow at the nursery. Children enjoy stories. They sit in groups with their friends and recall parts of a familiar story. Older children are increasingly independent and manage their own needs, including pulling up their sleeves before they paint and putting on their own shoes. This helps prepare them for the skills needed in their next stage of learning. All children, including children with special educational needs and/or disabilities and barriers to learning, are developing excellent speaking skills. They use complex words such as 'skuttle' in context as they describe the movement of crabs. They tell adults how they keep themselves safe when they are not at the nursery. For example, they know to call the fire brigade in the event of a fire and that they should run away from a fire.

Behaviour, attitudes and establishing routines: Expected standard

Leaders understand the importance of regular attendance and monitor this. They speak with parents to encourage attendance should this drop. Staff are excellent role models and treat children with kindness. They listen to children as they talk about home and ask questions so that children feel valued. Children demonstrate that they understand what kindness is as they thank their friends for passing them a pretend ice cream.

Staff have high expectations for all children in relation to their learning and behaviour. To engage children in learning, leaders have introduced dancing after morning group time so that children can move their bodies around before engaging and concentrating in further activities. Staff understand the needs of all children, particularly those with barriers to their learning. They provide sensitive support, such as explaining to children the need to share resources and wait for their turn. However, when children disagree over a bike, for example, staff are not consistent in how this is managed, which leads to confusion for the children.

Staff have supportive and respectful relationships with children. For example, they tell them they are fastening the back of their outfit as they help children dress in role-play clothes. Older children know that they can tell an adult if they are not happy. Children spend considerable time playing with their friends in the sand as they tip and pour. Older children giggle as they sit and paint.

Children's welfare and wellbeing: Strong standard

Leaders value and prioritise children's wellbeing and are vigilant when looking out for any changes in the children that might indicate that they need further support. For example, staff notice subtle changes in children's personality, which are then discussed with parents. This supports parents to seek professional advice, which results in a positive impact on children. Leaders and staff speak with children and parents regularly, asking children questions such as 'What makes you happy?' and 'What do you enjoy?' They know young children cannot yet contribute verbally, so they notice young children's body language to help them to understand how they are feeling. Staff know children and their families incredibly well and are alert to children's home lives. They help children to understand similarities and differences between themselves and others, for example, when talking about types of families.

Staff create an environment that is safe and inviting. Children choose daily if they want to play indoors or outdoors. Staff encourage children to manage their own personal hygiene needs, but, when needed, they give gentle reminders, for example demonstrating to children how to wash their hands correctly before they eat. Daily routines are well embedded and followed throughout the day by all children, including those with barriers to learning. For example, all children sit together at mealtimes and they know what is expected of them. Children tell adults which food is good for them and which is not. This helps them to maintain a healthy lifestyle beyond the nursery. Staff give children the skills to keep themselves safe when they are not in the nursery. For example, children learn how to stay safe when using the internet.

Leadership and governance: Expected standard

Since the last inspection, managers, leaders and staff have worked hard to bring about improvements to the nursery. Changes made to the leadership team have not only had a positive impact on the nursery but have also supported the wellbeing of managers and staff.

Leaders are ambitious and know what it is that they want to work on so that they can provide the best possible learning and development experiences for children to help them thrive. Leaders have plans to expand the curriculum and want children to learn about sustainability and the climate, which will provide children with knowledge while at nursery and beyond.

Staff have regular meetings with managers where they have opportunities to reflect on their practice and discuss any training needs. This helps them to continue to have a positive impact on children's development. Staff are highly valued by leaders and managers, and their wellbeing is of importance. Staff report that leaders manage their workload well.

Staff and leaders value parents and work closely with them throughout children's attendance at nursery. Leaders know their community well and consider children's safety outside of the nursery. They share information with parents about how they can ensure that their children are safe, particularly when outdoors in farming environments.