Panda Pre School

Inclusion: Strong standard

Leaders ensure that they assess and identify children's individual needs, including special educational needs and/or disabilities (SEND), very quickly. They swiftly put in place suitable adaptations for support. For example, staff complete initial assessments and work with parents on entry to identify any potential gaps in development. They begin individualised support immediately. Leaders and staff run an extensive programme of one-to-one and small-group targeted sessions, such as to develop speech and language skills. Where potential barriers to learning are identified, children benefit from carefully tailored individual plans that are reviewed and adapted every 6 weeks.

Staff receive support and training that is matched to children's needs. For example, additional staff are undertaking SEND qualifications so that they can better support growing needs in this area. Leaders consistently seek to engage and work cohesively with families. For example, they support parents with completing paperwork. Disadvantaged children are skilfully supported. Leaders are very aware of potential barriers to development that this may cause. They support families by directing them to food banks and offer opportunities, such as growing vegetables, to help those who do not have access to a garden at home. Leaders ensure that additional funding is spent effectively to support children's development. For instance, they fund small-group specialist sessions and provide targeted resources.

Curriculum and teaching: Expected standard

Leaders have ensured that there is a clear and cohesive curriculum in place. Generally, staff are purposeful in developing children's communication skills. For instance, they repeat children's sentences back to them to encourage their pronunciation to develop. Mathematical learning is a real focus. Staff typically weave knowledge of number into everyday activities. For example, children count out apple pieces for snack. Younger children develop their understanding of mathematical language and sense of size. They identify bigger and smaller toy animals and try to fit them into boxes. Children's physical skills develop appropriately. They experiment with different ways of moving in the large, creatively resourced garden. For example, they stretch their legs to reach over tall grasses. Children develop a real love of books. They pick books out for themselves and share them with staff.

Staff have a secure knowledge of the adaptations required for children with special educational needs and/or disabilities. They use them consistently. However, some staff do not consistently have a secure understanding of each child's next steps in learning. As a result, teaching is not always sharply focused on the areas that will have the greatest impact on children's development and progress.

Achievement: Expected standard

Children typically make good progress from their starting points across the curriculum. They receive the support they need to be fully included in all learning opportunities. Children grow in independence and learn how to keep themselves safe. For instance, they work together to complete a safety check of outdoor spaces. Children take pride in their achievements. For example, when they count objects, they smile and look to staff for praise. Children learn to be curious and to explore the world around them. For instance, they compare the creatures they find in different parts of the pond and match them to images. Children are generally well prepared for their next steps in learning. Many benefit from the smooth transition to the on-site school, while others enjoy regular visits to their future settings. For instance, small groups walk along the local trail to their next school to build their familiarity.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive environment. Children understand and follow the routines in place. For example, they line up at the fence once they have tidied up and wait to go inside. These routines help children know what to do and when. Children enjoy warm and responsive relationships with staff. They enjoy sharing achievements with staff, such as stating, 'I can do that myself' when putting their shoes on. Staff provide encouraging praise. Staff generally adapt their expectations suitably to meet children's individual needs. For instance, they use 'Now and Next' boards to help children prepare for times of change.

Children typically learn to get on well and to collaborate. For instance, when 2 children both want a particular toy, staff help them to take turns. Staff model kindness in their interactions, and the children mirror this. For example, they help each other when building block towers by passing blocks between them. However, staff do not always help children understand the reasons behind behaviour expectations. Consequently, some children do not fully understand what is expected of them or why they need to modify their behaviour. Leaders encourage children to attend regularly. They work with parents to ensure that they understand the importance of regular attendance by building trusting, collaborative relationships.

Children's welfare and wellbeing: Expected standard

Leaders have ensured that, in this setting, children are typically well looked after. Their care needs are generally well met. Staff carefully adapt their care practices to support children with special educational needs and/or disabilities. This means that children are fully included and supported. Children benefit from responsive relationships that they enjoy with staff. Staff typically notice quickly if a child is not quite themselves, such as when a little unwell.

Children learn to keep themselves safe. For example, they learn to kneel with one knee up by the edge of the pond so that they do not slip. They remind each other about this safe position. Children learn about healthy nutrition. They grow their own vegetables and taste the fruits of their labour. They comment on the 'sharp' raspberries as they describe new flavours and textures. Leaders encourage healthy lunch box choices. Children benefit from an increasingly healthy offering.

Children generally learn about their emotions and how to manage them. For instance, staff help children to reflect on how they feel. They ask them to choose an activity to help them settle into their day, which gives them a sense of control. Children are typically well supervised while they are eating. Staff are attentive while children sleep on safe, comfortable mats in a separate space.

Leadership and governance: Expected standard

Leaders are passionate about the setting and its work. They generally strive for ongoing improvement. They have a really clear understanding of their setting's strengths and the needs of the local community. Leaders develop fundraising events and additional community activities to support the local area. Recent changes to the pre-school's committee structure have made wider oversight more limited. Leaders are hoping to expand the committee in the near future. This will give leaders more support and professional challenge. Leaders are also planning to form a parent fundraising group in the future to further benefit the development of the setting. They regularly write to parents and provide advice and guidance on issues such as nutrition, infant sleep and dental hygiene.

Staff typically receive access to further training and development. For instance, many staff members are currently completing specialist training in supporting children with special educational needs and/or disabilities. They enjoy the chance to share the learning from the training they complete in regular staff meetings. Staff feel really well supported. They feel that leaders truly care about their wellbeing and workload. They value the chance to meet individually with leaders regularly. Parents are positive about the setting. They feel that leaders and staff keep them well informed about their children's development and support them well. They value the regular chances that they have to come in and meet with their child's key person. Parents feel that they benefit from the close relationships they have with staff.