Parkgate Pre-school

Inclusion: Strong standard

Leaders are committed to improving outcomes for all children, regardless of their starting points. Excellent support is in place for children with special educational needs and/or disabilities (SEND). Detailed care plans have been implemented with specific and measurable targets. These are followed by all staff, and targets are achievable due to the effective working relationships with parents, other professionals and the special educational needs and disabilities coordinator. Designated leaders are highly knowledgeable about their roles, attending all the latest training and cascading this to the pre-school team. Liaison with speech and language teams, educational psychologists and parents has ensured a triangulated approach to fully meeting the needs of children with SEND.

Leaders are consistent in making sure that any barriers children face are swiftly identified. Focused care, attention and intervention is in place for those children that need it the most. Parents are highly positive about the care their children receive. They feed back on the extensive support they have had as a family and the attention to detail in ensuring their children's needs are fully met.

Curriculum and teaching: Expected standard

The curriculum is well planned and implemented to ensure learning is differentiated for all children in attendance and progress across all areas is secure. Parents are involved in children's learning, and information is regularly shared between home and setting, as well as between the other settings that some children also attend. Transitions to school are seamless. They are structured gradually so children get used to the process of moving on to their next stage without anxiety.

Various opportunities are in place for embedding mathematics. Staff introduce number recognition, counting, measuring and comparing. Children discuss capacity during water play and use positional language when building their towers and dens with large wood blocks. Staff also teach children a love of books and stories with a daily story time at the end of each session. Leaders encourage parents to do the 'book blanket challenge' as a way of further encouraging a love of books at home.

To strengthen the curriculum even further, leaders need to gain a deeper understanding of the different ways in which children prefer to learn. Currently, the staff team knows the intentions of the activities they provide, but this is not always specific to each child, nor is it closely matched to their preferred styles of learning. This impacts children's progress. That said, the curriculum for children with special educational needs and/or disabilities is sharply focused on the skills they need to learn next and helps to ensure steady progress is made in their development.

Achievement: Strong standard

All children achieve well in this setting, including those with special educational needs and/or disabilities. Focused attention is given to those children that need it the most and have lower starting points. Leaders, parents and other professionals work closely together to ensure the best progress is made.

Children access an effective curriculum that helps to ensure that they embed skills across all areas of learning. Staff follow children's interests and plan activities that build on what children know and can do so that they gain the knowledge and skills needed for later success. Their encouragement and positivity give children the motivation and confidence to try new things. Children demonstrate a sense of pride in their achievements.

Children are demonstrating sustained engagement in activities. Their listening skills and attention are developing rapidly, and they display positive attitudes to learning. Children display curiosity, perseverance and enjoyment in activities and interactions with their peers. They are noticeably ready for their next stage, and all children make positive progress from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

Children are developing positive attitudes to learning. They are valued by the staff, and their ideas and opinions are listened to. Children display empathy and kindness. Any minor disagreements are dealt with swiftly, and children are eager to help one another. For example, a child pulled a chair out for another child to sit next to her, and another child readily found his friend's water bottle to pass to him.

Staff have high expectations for children's behaviour and have clear and consistent routines in place. Children are forming close friendships and are learning to listen attentively and follow the pre-school rules and guidance. Regular attendance is promoted and monitored. Leaders recognise that this helps children to form good habits for future learning, and they work closely with parents to support this.

Staff teach children to understand and manage their own emotions through books and discussions. The familiar yet flexible daily routines help to ensure that children know what to expect and gain the emotional security to try new things. This has a positive impact on their learning. Older children demonstrate eagerness to help younger children and receive specific praise for their efforts. All children are forging close friendships and secure relationships.

Children's welfare and wellbeing: Expected standard

Leaders have created a familiar and supportive environment for all children attending the pre-school. Their welfare and wellbeing are promoted due to robust policies and procedures that have been implemented to protect them. Leaders work closely with parents to create a positive culture that promotes their understanding about healthy food choices and oral health. Healthy eating and how to keep their bodies healthy are discussed and promoted, both in the setting and through partnerships and information sharing at home. Staff know every family and the community they serve very well. Parents are supported through signposting and leaflets to understand the risks of using digital technology and how to keep safe online.

The pre-school staff team teaches children to manage their own risks safely, such as offering gentle reminders to finish their food before leaving the table so they do not choke. Hygiene practices are robust, with children independently washing their hands and attending to their own self-care with minimal prompts. Any support in these processes is gentle and supportive and promotes children's welfare, dignity and privacy. All children, including those with special educational needs and/or disabilities, are making secure attachments and demonstrate belonging and contentment in the setting.

Leadership and governance: Expected standard

Leaders have a clear and ambitious vision for providing attentive care and high-quality education to all children who attend. Their self-evaluation identifies areas of strength, such as their close community links and supportive committee members who help to ensure the future viability of the pre-school. Leaders have built secure relationships with the on-site primary school. Transitions are seamless due to regular information sharing and community events held at the school, such as a Christmas Nativity play, sports day and an Easter parade. Strengths also include their adaptive practice and ability to differentiate activities well for the various children who attend.

Leaders are reflective and highlight areas for future development, including enhancements to the setting and further training. These high ambitions help to prepare all children for the next stage of their education. The pre-school has forged secure relationships with parents and other professionals. They share information with parents about their children's development, including the progress check at age 2. Parents are supported to extend their children's learning at home.

Staff wellbeing is prioritised, and leaders have an open-door policy to share any concerns. Staff have regular opportunities to talk about their progress and further plans for the pre-school. However, currently, this does not lead to continuous and measured staff development. This impacts the quality of care and teaching the children receive. Leaders need to ensure that supervision is effective and leads to clear development in staff's practice.