Patchway Centre Pre-School & Tots

Inclusion: Expected standard

Staff identify children's needs quickly through effective settling-in sessions and working with parents to get to know them. Staff are well trained to support strategies for children's learning. The key-person system supports ongoing monitoring of progress and helps staff identify emerging needs. Weekly meetings allow staff to discuss children's development and agree adaptations to support learning and care. Staff show genuine care and high expectations for every child. They work closely with outside professionals, using advice to plan effectively. Learning is broken into small, achievable steps so children can succeed. Leaders trial equipment from the local lending library before making informed purchases using early years pupil premium funding.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They have been working to strengthen implementation by introducing more open-ended resources that facilitate children to experiment, test ideas and extend their learning. For example, children benefit from exploring mud and water in the outdoor area, using their imaginations as they pretend to bake cakes and experiment with the different tools. Leaders should continue to enhance the quality of teaching to provide more of these opportunities for children.

Leaders ensure that the curriculum covers all areas of learning and that it is typically taught well. Staff plan activities that promote cooperation, sharing and physical coordination. For example, children support one another as they take turns using tweezers to thread macaroni onto spaghetti. Staff prioritise communication and language, introducing new vocabulary in play and encouraging meaningful conversations that deepen children's understanding.

Staff provide regular opportunities for children to practise key skills. Counting is embedded into routines such as snack time, where children use number cards to select the correct number of pieces of fruit. Staff adapt the curriculum so all children, particularly those with special educational needs and/or disabilities, can access and succeed in their learning. Assessment is used effectively to track progress and adjust provision to meet individual needs.

Achievement: Expected standard

All children make progress across all areas of learning. They use a broad vocabulary and talk confidently about their friendships. Children with special educational needs and/or disabilities make impressive progress with their communication. They use signs and follow instructions with increasing independence. Children take pride in their achievements and show determination to complete tasks. Through collaborative play and problem-solving, they build confidence, resilience and social skills. Children use mathematical language in their play, count with increasing confidence and develop awareness of shape, size and position through activities such as peg boards. Children achieve well from their starting points and develop suitably the skills and confidence they need for the next stage of their learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff build strong relationships with families and work closely with them to support children's regular attendance. Staff set high expectations for behaviour and are positive role models. Children treat one another with kindness and are inclusive. Staff know children well and understand their individual needs. Children form strong bonds with staff.

Children show a love of learning, with good concentration and eagerness to take part. Staff organise the environment to promote focus, including quiet areas for small-group teaching and calm spaces across the setting. For example, staff run snack time in a quiet room with small groups so they can make the most of learning opportunities within routines. Children practise mathematical concepts as they choose healthy snacks, develop independence when pouring drinks and strengthen self-care skills when washing hands. Staff praise positive behaviour and respond calmly to mistakes, such as spilled drinks, by reassuring children and encouraging them to try again.

Children's welfare and wellbeing: Expected standard

Staff care for children with warmth and consistency. They place strong emphasis on emotional wellbeing. Children approach staff confidently when they need help. Staff respond promptly to children's needs throughout the day, so children feel safe and secure. Staff work closely with parents to support smooth transitions into the setting. This helps all children to settle quickly, including those with special educational needs and/or disabilities.

Clear routines help children understand expectations. Staff actively teach manners and social skills. Children follow good hygiene routines, promoting their health. Staff work with parents to encourage healthy eating. Children spend plenty of time outdoors. Staff complete thorough risk assessments and supervise children effectively to keep them safe as they explore and learn.

Leadership and governance: Expected standard

Leaders are proactive, committed and passionate about providing high-quality learning for all children. They understand the pre-school's strengths and areas for development and have clear action plans in place. For example, they recently introduced an electronic system to strengthen communication with parents and are improving home learning packs to better reflect children's needs. Parents report feeling well informed, included and supported.

Staff speak positively about working at the pre-school. They feel supported, have manageable workloads and value being part of a strong team and local community. Staff work collaboratively, communicate well and offer support to one another.

Leaders and staff are open to new ideas to improve outcomes for children. Leaders provide training to strengthen practice, although consistency in extending learning is not yet fully embedded. Leaders hold regular meetings to review practice but do not yet set precise targets or tailored training to further strengthen teaching so that staff consistently provide differentiation within activities and challenge children to achieve their full potential.