Pavilion Preschool

Inclusion: Strong standard

Meeting the needs of children with special educational needs and/or disabilities is the highest priority for leaders and staff. Leaders engage rapidly with professionals to access high-quality child-specific training and guidance. This means staff assess children and provide health plans for them without delay. As a result, all children thrive, make excellent progress and are kept safe. Furthermore, barriers to all children's learning are removed quickly.

Leaders and staff foster a highly positive culture surrounding inclusion. Differences are consistently prioritised and celebrated. Staff inform children about their peers who are facing challenges, and children gain great pleasure in caring for them. Discussions with children are sensitive, reassuring and age-appropriate, encouraging children's prayers for their peers. This supports children to develop empathy and consideration for their peers.

Leaders monitor children's progress thoroughly, assessing the impact strategies have on meeting the needs of all children. Staff offer a highly graduated approach to teaching that means children build knowledge well. Staff quickly recognise when children become distracted and offer sensory resources. This helps children to regain focus and consistently engage in learning and makes a sustained difference to the experiences and outcomes of all children, including those in receipt of additional funding.

Curriculum and teaching: Expected standard

Leaders and staff have developed an ambitious curriculum and assess children well. Staff embrace every opportunity to extend children's mathematical knowledge during daily routines such as registration time. They support children to build their physical, social and concentration skills, using graduated instructions in the creative area. Staff use these strategies to support children with special educational needs and/or disabilities during sensory water play, which helps them concentrate and self-regulate. Furthermore, staff teach children to count beyond 10 during registration. As a result, children are developing appropriately from their starting points, across all areas of learning.

Staff support children to build their vocabulary and language skills throughout most activities. They encourage children to develop a deep love of books and teach children new languages. However, children are not always provided with opportunities for meaningful discussions during story times and are given restricted time to practise critical thinking skills. This narrows the opportunities for developing children's emerging thinking even further. That said, leaders have a positive attitude to recognising areas of the curriculum they need to improve on and action this immediately. This means leaders demonstrate a clear commitment to driving improvement and promoting outcomes for all children.

Achievement: Strong standard

Children make strong progress across all areas of their development. They demonstrate deep curiosity and a resilience in play and a willingness to engage in new experiences. Children are highly independent, completing tasks and following routines throughout the day. For example, children dress themselves for outdoor play and sing songs, enjoying tidying up together. This positive attitude to learning and confidence in managing tasks means children are well prepared for the new routines they may experience at school.

Children with special educational needs and/or disabilities demonstrate a deep understanding of what comes next in their routine. They listen intently to carefully sequenced instructions and follow them well. Children play games that they enjoy and are immersed in learning that is firmly child-centred. This means that children never miss an opportunity to learn and make secure progress from their starting points.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff take every opportunity to support children to manage their feelings and behaviour with increasing confidence. For example, staff establish clear routines and provide an abundance of familiar activities. This means children consistently know what comes next and transition to other activities with ease. Staff recognise that children enjoy learning about penguins and incorporate these interests into all areas of learning. As a result, children consistently demonstrate a positive attitude to their learning and deep engagement during all activities.

Leaders and staff are nurturing, positive role models for children to learn from. They have ambitious expectations for all children and hold their achievements in high regard. Staff teach children about boundaries and sharing spaces with each other as they ride on trikes together in the garden area. Furthermore, staff teach children how to be kind and consider each other's feelings during carpet time activities. As a result, children collaborate well with staff and each other and fully understand the expectations for behaviour.

Leaders place a strong focus on attendance and punctuality. They monitor this well by planning early registrations and following up on absences quickly. As a result, all children and those who face barriers to their learning benefit from consistent daily routines.

Children's welfare and wellbeing: Strong standard

Leaders and staff create consistently welcoming spaces, where children can access and enjoy inclusive play. Care practices are highly effective and meet the needs of all children, including those with special educational needs and/or disabilities (SEND). All children follow routines extremely well, and hygiene practices are deeply embedded throughout the day. Children independently wash their hands ready for snack. They learn about risks as they use knives to cut their chosen fruit into segments at snack time. Furthermore, children know to tidy away their plates into separate buckets without instruction. Children know they must wash their hands after digging in the mud and picking up litter, and they do this independently. As a result, children develop a solid foundation for self-care and physical health.

Staff support children to manage their emotions extremely well. Children rarely show frustration throughout the day, but when they do, staff are quick to offer gentle solutions and reassurance that meet their individual needs. Leaders and staff are highly skilful at adapting routines so that children with SEND self-regulate easily. This means children quickly settle with little disruption to others. Furthermore, all children develop a secure sense of emotional wellbeing and display deep bonds with staff.

Leadership and governance: Expected standard

Leaders monitor the arrangements for inclusion extremely well. They place a clear focus on securing the highest outcomes for children with special educational needs and/or disabilities. This has a notable impact on the achievement of all children. Staff speak highly of leaders, specifically the support and nurture they provide for them. Leaders recognise staff strengths and champion them, using this knowledge to assign individual roles and training that maximises their expertise. Furthermore, leaders strengthen staff's understanding of how to keep children safe. Consequently, staff feel valued for their efforts, and this further improves outcomes for children.

Parents speak highly of leaders and staff. They are delighted with their child's progress and champion the efforts of all staff. For example, they speak highly of the arrangements for settling children into the pre-school and the support staff provide with toilet training. Leaders share information with parents and professionals to support a continuity of care and learning for all children. However, approaches to engaging all family members during transition times are not consistently embedded. That said, leaders are highly responsive to recognising areas for improvement. This means leaders drive continuous improvement, which secures positive outcomes for all children.