Our Lady Of Lourdes Pre-School

Inclusion: Expected standard

Children who speak English as additional language engage well in a fully inclusive curriculum. They build secure bonds with familiar adults and confidently seek them out. For example, children initiate role playing at a doctors' surgery and invite staff to play with them. Positive interactions help children to build communication and language skills, for example, using non-verbal cues, sign language and narrative. However, not all staff consistently use these chosen methods from their training and coaching consistently to further support children with additional learning needs.

Staff know children well from their discussions with parents and carers and the initial information they gain when children start. This helps staff to promptly identify any gaps in children's learning and to establish targeted support. Staff are aware of potential barriers to children's learning. They adapt the curriculum to offer more specific opportunities. Staff assess children's needs well and identify how best to spend any additional funding to support children's inclusion to help them to make progress, such as to support children's attendance and additional sessions. The improving communication with parents, carers and other agencies, and early identification of gaps in children's learning are enabling children to make progress from their starting points.

Curriculum and teaching: Expected standard

The curriculum is well designed and reflects children's interests, experiences and what they need to learn next. Staff use their initial assessments and ongoing observations well. Staff accurately assess what children need to learn next and plan efficiently. They understand how to build on children's skills and sequence the curriculum, in particular to support children's physical development. Staff provide opportunities for children to develop their small-muscle skills through the use of a range of tools and resources.

There are good opportunities for children to develop their communication and language skills. Staff carefully consider 'circle time', knowing that older children need opportunities to extend their listening and attention skills, while younger children need more focused and shorter sessions. Staff encourage children to respond during group times and value each contribution. Children love the responsibility of sharing what they know, such as new signs they have learned at home for 'hotel' and 'beach'. However, staff do not consistently encourage less-confident and quieter children to have the same opportunities to share their ideas and experiences to build their confidence ready for their move to school.

Achievement: Expected standard

Children gain knowledge and skills in all areas of their learning. In particular, they make progress in their personal, social and emotional development, communication and language and physical development. For example, children listen carefully to instructions as they build the marble run. They communicate their thoughts and ideas and work together to complete the task, taking turns when needed. Children are increasingly prepared for their next stage in learning. For example, children manage their behaviours with little support, gaining the skills to self-regulate ready for their move to school. They settle quickly to their chosen learning at the beginning of the session without fuss, such as imaginative play, and are keen to learn.

Behaviour, attitudes and establishing routines: Expected standard

Staff model positive behaviour well and help children to share and take-turns, for example, in their imaginative play. When minor disagreements occur, staff remind children of strategies to help them to regulate their feelings. For example, children quickly find the sand timer, asking politely to have a go soon. They understand expectations. For example, children wait patiently, knowing that only 5 children can play at the ice tray. Once space becomes available, children ask politely, explaining that there are 4 children at the table and one more will make 5. Children build secure friendships with their peers and trusting relationships with staff. Staff work closely with parents to understand the importance of punctuality and attendance, helping children prepare well for school.

Staff treat children with respect. For example, they provide a 5-minute warning so that children can finish their play and talk through nappy changing arrangements. Staff have reflected well on the use of snack time and have adapted their approach to limit disruption and to meet the needs of all children, especially those with additional needs. This has had a positive impact on children's behaviour. For example, children no longer get frustrated when they have to stop and tidy away.

Staff use calming strategies well to help children to listen. For example, when many children speak at once, staff raise a calming hand and children know to stop talking and count down from five. Staff give children clear explanations to taking turns in conversations. At times, staff do not consistently consider how best to support transitions, such as from the outdoors or when there are long waits for children to be collected.

Children's welfare and wellbeing: Expected standard

Older children demonstrate they feel safe and confident within the pre-school. They confidently talk to the inspector, share their experiences and invite them into their play, such as to smell their spiced play dough creation. Children form strong bonds with all the staff, particularly their key person. For example, children excuse themselves from their activity, explaining that they want to check on staff, who were absent the day before. Children have a secure sense of wellbeing and manage their feelings with increased understanding of the impact their actions have on others.

Staff cuddle and reassure children when they are upset. Staff consistently talk with children during care routines, such as changing their nappies and while supervising their snack. Children develop their independence. For example, they wipe their own noses and dispose of tissues, understanding good hygiene practices and how this helps prevent the spread of germs. Children learn to dress themselves in coats and boots for outdoor play and enjoy the many opportunities to be physically active, such as engaging in chasing games.

Staff skilfully use opportunities that arise to help children to learn how to keep themselves safe, such as who to call in an emergency and how to keep themselves safe online.

Leadership and governance: Expected standard

Leaders and managers have worked closely with the local authority to improve the quality of the education and care for children. They have designed an accurate action plan and reflect on this regularly. Staff feel well supported to improve their skills and have accessed specific training to improve their interactions with children. For example, they have developed the role of the 'language champion' to improve children's, particularly those with additional needs and who speak English as an additional language, communication and language skills. There is a stronger focus on developing partnerships with parents and carers. Leaders and managers acknowledge there is still work to be done with those parents who are harder to reach. Staff comment favourably on the support they receive to manage their wellbeing.