Pebbles Pre-School

Inclusion: Expected standard

Leaders and staff typically consider the individual needs of all children during play and routines. They generally make careful and considered adaptations that allow all children to benefit from appropriate teaching. For example, since the previous inspection, children attend song and rhyme time sessions that are appropriate for their needs as well as their ages. This ensures that all children progress in their language and communication development.

Leaders and staff work closely with other professionals when supporting the needs of children with special educational needs and/or disabilities (SEND) and those with barriers to their learning, including children who are known to children's social care. This provides families with access to additional support and provides consistency of care for children.

Staff are swift to assess and identify the needs of children. The collaborate with families right from the start to gather vital information about children's early experiences that may impact their progress. Staff typically use this information well when introducing strategies and creating detailed learning plans that are shared with families and other professionals. This allows for close collaborations and a consistent approach to children's learning.

Curriculum and teaching: Expected standard

Since the previous inspection, leaders have accessed additional support to enhance their knowledge. They have worked hard to create a curriculum that supports children's learning, and focuses on their emerging interests. For example, babies who show a fascination in sensory play receive encouragement to develop simple vocabulary based on the textures that they explore. These changes are typically understood by staff who regularly recall previous discussions and activities with children, embedding their past learning. However, some staff do not routinely adapt their teaching and discussions during group play. This does not fully promote the learning of the varied abilities of children present.

Staff make careful adaptations to the curriculum to allow children with special educational needs and/or disabilities and those with barriers to their learning, including children who are known to children's social care access to the same rich learning opportunities as their peers. There are now carefully differentiated group sessions that allow children to develop their communication skills at an appropriate pace. In addition, staff use props and visual aids during all activities to support children to interact with their peers.

Staff teach mathematics explicitly and in age-appropriate ways. Babies mimic staff who count their toes during song time and the blocks they use to build towers. Older children create their own puzzles using photos of staff. With support, they discuss the sizes and shapes of the puzzle pieces and explore how they fit together.

Achievement: Expected standard

Children are typically prepared for their next stage of learning. Babies are confident when they join their older friends in their room because they are already familiar with the expectations for their behaviour and the structure of their day. For example, babies sit with staff for their own welcome session each morning. They develop vocabulary and confidence to communicate with their peers.

Children demonstrate the independence that they will require for their future learning. Babies identify and help themselves to their own drinks throughout sessions. Older children enjoy lunches each day at the nearby school. Here, they scrape their plates, use cutlery confidently and become familiar with the busier and louder environment. This prepares children practically and emotionally for their future learning.

Behaviour, attitudes and establishing routines: Expected standard

Children start their day with a positive attitude to their learning. Babies and older children both enjoy morning welcome sessions where they greet staff and peers. They discuss the activities they will enjoy during the day, and staff use this as an opportunity to explore the expectations for children's behaviour, such as taking turns and listening to others.

Children generally behave well and play harmoniously with their peers. Staff promote this well and are swift to identify and take action when children's behaviour does not meet their expectations. For example, they hold sensitive discussions with children around the impact disrupting play has on others and the emotions they may feel.

Leaders and staff promote children's attendance from the start with robust policies and procedures in place. Parents and carers regularly attend stay-and-play sessions within the setting. Staff use these as opportunities for carers to gather a deeper understanding of children's learning experiences and the positive impact of punctuality and attendance on children's progress.

All children, including those with special educational needs and/or disabilities and those with barriers to their learning, including children who are known to children's social care, remain engaged during adult-led activities and routines. Staff make careful adaptations that consider the needs of all children, such as careful positioning during meals and group activities. This allows all children to retain focus on tasks for age-appropriate periods of time.

Children's welfare and wellbeing: Strong standard

Leaders work tirelessly to promote the welfare of children and families. They gather extensive knowledge of families through sensitive and informal discussions. For example, parents and carers regularly enjoy refreshments where they chat with staff and one another. This creates a valuable support network for families. Leaders and staff embrace the knowledge gained and swiftly implement highly-effective strategies, such as the 'kindness trolley'. Here, parents can discreetly help themselves to breakfast at drop-off times, as well as toys and clothes if required.

Leaders and staff demonstrate an extensive understanding of the context of the setting, acting swiftly and consistently to improve outcomes for children. For example, they have introduced an incredibly well-structured programme focusing on oral hygiene. Staff provide a wealth of broad learning when supporting children to brush their teeth after meals each day. This gives children the knowledge to consistently make healthy choices during snack time, and follow hygiene processes independently. Furthermore, prior to the introduction of this routine, all parents attended a workshop to ensure practice was thoroughly embedded at home, as well as in the setting.

Leaders continuously evaluate the effectiveness of the setting's procedures to ensure the welfare and wellbeing of children, families and staff is paramount. For example, leaders have recently appointed a mental wellbeing coach to support staff and parents, understanding the positive impact this will have on the care children receive.

Leadership and governance: Expected standard

Leaders ensure staff feel valued and that they always consider their needs. When staff arrive, leaders conduct individual check ins to provide clear direction and monitor their wellbeing. In addition, staff become 'champions' within areas based on their interests. Leaders encourage them to complete additional training and gain accreditation within areas, such as environmental sustainability and supporting health and wellbeing within families.

Leaders use observations within rooms to identify staff's strengths and areas of development. They address these areas routinely during regular supervision meetings where leaders and staff consider additional training needs. However, leaders are not always swift to follow up when they identify areas to drive staff practice. On occasion, this impacts on the quality of staff's teaching.

Partnerships with parents and carers are of a high standard. All parents speak highly of leaders and staff and the consistent and high-quality communication they receive. Parents regularly attend the setting for informal gatherings and workshops to support them in their roles as carers. In addition, the setting holds sessions and consultation afternoons where parents join children in play, review their progress and gather ideas to further support learning at home.