Pekes

Inclusion: Needs attention

Staff do not consistently implement agreed strategies to support children with special educational needs and/or disabilities (SEND), particularly during group learning. While staff understand children's individual needs and the approaches that help them to learn, these strategies are not always applied consistently by all staff. As a result, some children do not always receive the targeted support they need to fully participate in learning and make the best possible progress. Staff respond well when children with SEND require emotional support during times of difficulty, but they are less consistent in providing purposeful teaching and intervention when children are settled and ready to learn.

Staff know children well and use their understanding of children's individual needs to plan appropriate support. For example, children who find transitions challenging are supported with visual prompts, songs and rhymes so they understand what they are doing and what will happen next. Children with barriers to learning benefit from repetition and opportunities to observe their peers and adults, helping them to develop new skills. For example, children with SEND are developing increasing independence at mealtimes and are beginning to feed themselves and sit alongside their friends.

Staff speak to children throughout the day in both Spanish and English and use visual prompts and signs effectively. This supports children who speak English as an additional language to develop their communication and language skills well in both languages.

Leaders work effectively with external partners to seek advice and guidance when needed. They identify emerging needs quickly and adapt the environment to support children with SEND. Leaders understand how to secure additional funding and demonstrate how this is used to improve outcomes for children.

Curriculum and teaching: Expected standard

The curriculum is carefully planned to ensure children learn across all areas of learning and development. For example, children learn about growth by growing their own vegetables. They water the plants and excitedly say, 'Look, we are growing peppers,' as they notice flowers beginning to emerge. This learning is extended through purposeful writing and mark-making activities, where children write or trace their names using carrots as painting tools.

Mathematics is taught explicitly and sequentially. Children develop secure mathematical knowledge through regular opportunities to revisit and practise key concepts. They count and match groups of objects up to 10 on a number board while staff skilfully support them, building on what children already know and helping them to achieve the next steps in their learning. The development of fine motor skills is promoted as children place flowers onto pipe cleaners during counting activities linked to their learning about growth.

Children enjoy carefully selected stories that reinforce learning across the curriculum. They independently access the well-resourced book area and take books home each week, helping them to develop a genuine enjoyment of reading.

Staff have a secure understanding of what they want children to learn and use assessment effectively to plan teaching and targeted interventions. Daily self-registration activities help children develop confidence in recognising, forming and writing their names through meaningful repetition. Staff also provide regular one-to-one interventions in early literacy, writing and mathematics, which are generally well matched to children's individual needs. However, staff do not consistently translate their knowledge of children's additional needs into their teaching during group activities. Planned strategies and adaptations are not implemented consistently enough to ensure children with barriers to learning remain actively involved in the learning, which limits how fully they access the curriculum and demonstrate what they know and can do.

Achievement: Expected standard

Children are developing the skills they need to make progress towards their next steps because leaders ensure that staff regularly observe, assess and discuss children's learning as a team. This means that staff know children well and are typically able to support and promote their individual development. Children make meaningful progress across all areas of learning, particularly in mathematics and literacy, where staff provide regular opportunities for children to practise, consolidate and apply their knowledge and skills.

Children with barriers to learning are becoming increasingly independent and confident, which is also recognised by their parents. Older children develop the skills they need for their next stage of education, including independence, self-care and early reading and writing skills. All children develop their communication and language skills well in both Spanish and English because staff skilfully model, support and extend children's use of both languages throughout the day.

Children develop a strong sense of responsibility and learn to care for their environment, belongings and resources. For example, children work together to carry a slide and pack it away, showing that they can collaborate, communicate effectively and contribute positively to the setting community.

Behaviour, attitudes and establishing routines: Expected standard

Children are kind and respectful towards one another and generally play harmoniously. They develop positive relationships with their peers and adults because staff are warm and caring and consistently model respectful behaviour. Children are encouraged to use polite language and show consideration for others. When children display unwanted behaviour, staff respond appropriately and typically help children understand the impact of their actions. However, this approach is not yet fully consistent across all staff.

Children are praised for their achievements, and positive behaviour is regularly recognised, which helps to build their confidence and self-esteem. Routines are well established and embedded, meaning children know what to expect throughout the day and feel safe and secure. Children confidently talk about looking after their belongings and writing their names when they arrive, showing pride in their independence and achievements.

Children approach learning with positive attitudes and engage well in regular one-to-one teaching sessions with staff, where they remain focused and involved. Transitions are generally managed effectively, with staff using songs and rhymes to maintain children's engagement and support continuity of learning.

Staff understand the importance of regular attendance and promote this with parents and carers, helping children benefit from consistent routines, relationships and learning experiences.

Children's welfare and wellbeing: Expected standard

Leaders have created a safe, welcoming and inclusive environment that is thoughtfully designed to enable children to learn, explore and enjoy their time at the setting. Children have ample space and regular opportunities to play outdoors, supporting their physical development and wellbeing.

Children are developing an understanding of how to keep themselves healthy and make positive choices. Mealtimes are typically well organised, with children appropriately supervised and supported to develop good table manners, independence and social skills as they eat together.

Staff understand how to maintain children's safety throughout the day and carry out appropriate checks to ensure the environment remains secure. Children are encouraged to think about how to keep themselves safe during play and develop an awareness of risks. Staff understand how to support children safely when they are sleeping and ensure children know what to do in the event of an emergency. Children's need for privacy during nappy changing and when using the toilet is appropriately balanced with ensuring they remain safe and well supported.

Children are supported to understand and manage their emotions. Staff acknowledge children's feelings and help them develop the language they need to express and regulate their emotions. Children who experience disadvantage or face barriers to learning are supported effectively to develop their personal, social and emotional skills.

Children are valued as individuals. Staff celebrate what makes children unique and invite families to special events where different cultures are shared through food, traditions and customs, helping children develop respect and understanding of the wider community.

Leadership and governance: Needs attention

Leaders demonstrate a lack of understanding about the information that must be shared with Ofsted. As a result, Ofsted has not been able to complete the required suitability checks for all individuals with governance roles at the setting.

Staff receive regular training, support and feedback to develop their practice. They report that leaders are mindful of their wellbeing and provide regular opportunities for them to share their views. As a result, staff feel valued, supported and confident in carrying out their roles effectively. Leaders also report that they receive appropriate support and challenge from the nominated individual.

Leaders are committed to continuous improvement and reflect on their practice to identify areas for development. They seek advice and support from external partners when needed to strengthen provision for children and staff. Leaders are motivated to ensure that staff continue to develop their knowledge and skills so that children achieve the best possible outcomes.

Parents speak positively about communication from the setting and feel well informed about what their children are learning and the progress they are making across all areas of learning. They feel part of the setting community because leaders provide regular opportunities for families to attend events and celebrate children's achievements. Leaders also support parents to extend children's learning at home by sharing guidance and information.

Leaders support children effectively during periods of transition and have positive relationships with local schools, which helps children move confidently to the next stage of their education. Children also benefit from strong links with the wider community, including visits from the fire service, a local vet, a doctor, a postman and a cook. These experiences help children develop their understanding of the world around them and their place in the local community.