Osman Squad Preschool Limited

Inclusion: Needs attention

Leaders and managers do not yet ensure that the curriculum consistently meets the needs of children with special educational needs and/or disabilities (SEND). Although staff use their assessments to identify appropriate targets, such as supporting children to build relationships and learning to take turns, these targets are not consistently planned for or implemented in practice. As a result, children who prefer solitary play do not receive enough opportunities to develop social interaction skills or build relationships with others.

Staff with lead responsibility for children with SEND have completed relevant training and work with parents and external professionals to assess children's progress and set individual targets. Children's individual needs are generally well identified and monitored through regular observations and tracking systems. Leadership oversight of SEND provision has begun to improve. However, it is too early to evaluate how effective these changes will be.

Leaders and managers consider children's individual needs when deciding how to use additional funding to enhance learning opportunities. For example, they have recognised children's strong interest in role play and drawing and have used funding to enrich resources in these areas.

Leaders and staff understand the needs of the local community and work hard to ensure all families feel welcomed and included. Staff take time to get to know each family and support them with any challenges they face. This helps to reduce potential barriers to children's learning and promotes positive engagement with the nursery.

Curriculum and teaching: Needs attention

Leaders and managers have not designed the curriculum well enough to ensure that all children, including those with special educational needs and/or disabilities (SEND), make secure progress across all areas of development. Although staff generally support children's personal, social and emotional development, the curriculum does not place sufficient emphasis on extending children's language and communication skills. Staff talk to children about what they are doing and reinforce key words for younger children, but they do not consistently challenge children's thinking or support them to hold more complex conversations.

Children with SEND also do not receive consistent opportunities to develop relationships with others. In addition, group learning times for older children are not planned effectively and are sometimes cut short, limiting their opportunities to gain new knowledge and skills. Children enjoy outings to the park, where they explore the environment and take part enthusiastically in ring games. They sing familiar songs, join in with actions and have fun pretending to brush their teeth to 'Here We Go Round the Mulberry Bush.' Staff successfully sustain children's attention by varying the pace of singing, encouraging children to sing slowly and then quickly, which results in laughter and enjoyment.

Leaders recognise that planning for children's physical development needs further improvement. Although children move confidently in open spaces and practise coordination using balls and hoops, they receive limited opportunities to develop their gross motor skills more fully. Children learn basic mathematical concepts, such as counting, recognising numbers and identifying shapes. Staff respond to children's interest in numbers by supporting them to count during everyday activities. However, the curriculum does not provide enough opportunities for children to develop a broader range of problem-solving skills.

Achievement: Needs attention

Overall, children make steady progress from their starting points across most areas of their learning and development. However, children with special educational needs and/or disabilities do not consistently build relationships with their peers. Parents comment that they have seen improvements in their children's language and communication skills and that their children have become more confident.

Children form warm, trusting relationships with staff. Younger children know they can seek comfort when needed and receive reassuring cuddles, which supports their emotional wellbeing. Older children build social relationships with their peers and engage in conversations with staff. For example, during an outing to the park, they excitedly talked about the weather, describing it as 'frosty' and 'sunny'. While children generally develop their language and communication skills, they do not yet engage in more complex discussions that demonstrate a broader, more varied vocabulary.

Children are developing the skills they need for future transitions in their learning. They show increasing independence, with older children confidently putting on their own hats and coats, while younger children manage these tasks with some support from staff. Older children enjoy taking on additional responsibilities, such as helping to tidy up after lunch. They complete these tasks with pride, which helps to build their self-esteem.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff take a positive and consistent environment and approach to supporting children's behaviour. They model kindness and consideration in their interactions, helping children to learn respectful behaviour. Children form secure relationships with staff and their key person, who understands each child's individual needs. When children find it difficult to manage their behaviour, staff effectively consider their individual needs so that they have time to settle and offer calm, reassuring support. Staff talk to children about their feelings, acknowledge their emotions and provide nurturing care. As a result, children feel safe and learn to regulate their behaviour.

Children learn to be kind and welcoming towards others. For example, when a child arrives, staff encourage their friends to greet them, and children respond warmly, often hugging each other with excitement. Children are supported to collaborate and get along with others, such as when they hold hands to join in ring games and listen to each other's ideas.

Leaders and staff work closely with parents and carers to promote the importance of regular attendance. This helps children benefit from consistent early education and supports them to develop positive attitudes to learning over time.

Children's welfare and wellbeing: Expected standard

Leaders and staff greet children warmly as they arrive and give them time to settle at their own pace. Staff offer kind, nurturing care that supports children's emotional wellbeing. For example, staff ask children for permission before changing their nappies and use visual cues so children know what will happen next. They sing gentle songs during nappy changing routines to help children feel safe, calm and comfortable.

Staff use effective strategies to meet the needs of younger children and those with special educational needs and/or disabilities, including pictorial prompts and visual timetables. These tools help children understand daily routines and expectations, such as when it is time to wash their hands before meals.

Leaders and staff actively help children learn how to manage their own safety. Indoors, staff gently remind children to use 'walking feet' to prevent accidents. During outings to the park, children learn how to assess and respond to potential risks. They walk sensibly in pairs and listen carefully to staff instructions, which supports their understanding of road safety. Staff remain vigilant throughout outings to ensure children receive the right level of supervision. Although the setting does not have a designated outdoor play area, staff plan regular outings so children enjoy fresh air and opportunities for physical exercise.

Staff follow safe and consistent procedures for children's sleep routines, ensuring appropriate supervision at all times. Children show increasing independence at mealtimes as they serve themselves and use utensils confidently. While children receive some healthy meals and snacks, leaders have not ensured that the meal provision is consistently balanced, healthy and nutritious. Subsequently, children do not always learn the importance of making healthy choices to support a healthy lifestyle.

Leadership and governance: Needs attention

Leaders do not ensure that all statutory requirements of the early years foundation stage are met. Although they have recently reviewed and updated some required policies and procedures, they have not fully understood or met their legal responsibilities regarding the use of video recording equipment within the nursery.

Leaders and managers work with staff, parents and external support services to identify areas for improvement. They have introduced positive changes, such as a book lending library and new story sacks to encourage children's enjoyment of reading. They also seek guidance from early years professionals, including those within the local authority, and are gradually implementing recommended improvements to strengthen the quality of care.

However, leaders and managers do not place enough emphasis on providing staff with professional development opportunities to raise the quality of education and support the delivery of a more ambitious curriculum. As a result, children, including those with special educational needs and/or disabilities, do not make the progress they are capable of. Despite these weaknesses, staff report that they enjoy working at the nursery and feel valued and supported by leaders and managers.