Pippins Pre-School (crediton)

Inclusion: Strong standard

Inclusion is a significant strength of the setting. Leaders identify children's needs early and reduce barriers to learning and wellbeing. They know children and their families well. They use robust monitoring systems and their detailed understanding of each child to plan individualised support.

Leaders work closely with parents, other professionals and support services to ensure children receive the help they need. They agree with parents on how to use additional funding to have the most impact on their child's development. For example, they provide specific resources to support children's social interactions. They use sign language to encourage their communication at the setting and at home.

Children with special educational needs and/or disabilities receive timely and tailored support that helps them take part in all areas of learning and make good progress from their starting points. Leaders provide staff with access to high-quality training. This helps them deliver individualised, targeted teaching and supports their development of confidence and expertise.

Children learn, play and develop alongside their peers and take a full part in daily life at the setting. Children feel valued and included because staff understand and support their individual needs. As a result, those who need extra support make good progress and develop the skills and confidence they need to thrive.

Curriculum and teaching: Expected standard

Leaders have created a broad curriculum that builds on children's interests and supports learning across all areas of development. Leaders use observations and planning to identify what children know and what they need to learn next. This helps staff plan activities that support children's progress. However, some staff do not support children's learning consistently well. For example, sometimes, staff interactions do not always provide enough opportunities for children to engage in sustained back-and-forth conversations. Children typically develop knowledge and skills across all areas of learning. Staff build positive relationships with children and create an environment where children feel confident and ready to learn. Staff generally model language well, ask questions and use praise to support learning. Their interactions usually help children develop their speaking, listening and thinking skills.

Staff provide a wide range of interesting activities that encourage children to explore, play and learn. Children enjoy learning experiences that help them develop knowledge and skills across all areas of learning. Staff know children well and adapt activities to meet their needs and stages of development. This helps most children join in, learn and make progress from their starting points.

Children with special educational needs and/or disabilities and children who face barriers to learning receive support that helps them take part in all areas of learning. As a result, children enjoy learning, develop key skills and gain the knowledge they need for their next steps.

Achievement: Expected standard

Staff know children well and use what they know about them to identify those who need extra help. They provide support at the right time to help children join in, learn new skills and become more confident.

Children with special educational needs and/or disabilities and those who face barriers to their learning receive support that helps them take part in activities and develop independence. They build the knowledge and skills they need for future learning.

Children develop secure mathematical knowledge through everyday activities. Staff encourage them to count, compare and use numbers during play and daily routines. For example, children count objects, use number words such as 'one' and 'two' and predict what number comes next. They also develop communication skills, confidence and positive attitudes to learning through a range of experiences across the curriculum.

Children gain the skills they need for their next stage of learning, including school. However, inconsistencies in behaviour management sometimes affect learning opportunities. As a result, some children do not consistently benefit from a full range of experiences and interactions that support their learning and development.

Behaviour, attitudes and establishing routines: Expected standard

Leaders promote routines and expectations that help children feel safe, settled and ready to learn. Leaders support staff to create a calm and welcoming environment where children know what to expect throughout the day.

Children generally behave well and have positive relationships with adults and their peers. Staff use praise, routines and visual supports to promote positive behaviour. Many children respond to this well, while some children continue to develop these skills with support from staff. Some staff lack confidence in managing children's behaviour, particularly in group activities. Sometimes they rely on leaders to support behaviour on these occasions. Some children become distracted as a result of this.

Children show positive attitudes to learning and take part in a wide range of activities. Children enjoy learning, join in with experiences and respond well to praise and encouragement. When staff support children effectively, children stay focused and quickly return to learning after any interruptions.

Children attend regularly and benefit from leaders' oversight of attendance. Leaders work closely with families to promote the importance of regular attendance and provide support when concerns arise.

Children with special educational needs and/or disabilities and children who face barriers to their learning receive support that helps them follow routines, build relationships and take part in daily experiences.

Leaders recognise that some staff rely on senior leaders to manage behaviour and organise group activities. Leaders have identified this as a priority to continue to develop staff confidence and skills. This will help children experience a more consistent approach to behaviour and make the most of learning opportunities.

Children's welfare and wellbeing: Expected standard

Leaders create a caring environment where children feel safe, secure and valued. Leaders work closely with staff, families and other professionals to make sure children get the help they need.

Children grow in confidence through daily routines and play. Children make choices, manage simple self-care tasks and learn skills that help them in everyday life. Children learn about healthy living through activities that promote healthy eating, exercise and good oral health. For example, children explained that yoga is good for their body.

Children with special educational needs and/or disabilities and those who face barriers to their learning receive support that helps them take part in all areas of nursery life. Children benefit from staff who understand their needs and work closely with families to provide the right support.

Children's care needs are met well. Staff support children's medical, dietary and personal care needs. However, staff do not always follow policies and procedures consistently. For example, there are occasional inconsistencies in staff deployment and handwashing routines before mealtimes. Leaders recognise that greater consistency in staff organisation and food hygiene will further improve children's safety, wellbeing and overall experience at the setting.

Leadership and governance: Strong standard

Leaders have a clear understanding of the setting's strengths and areas for development. The new manager works closely with the committee to identify priorities and take action to improve practice. For example, they have completed a safeguarding audit to help review current arrangements and identify further areas for development. Leaders regularly check the quality of care and learning and use this information to improve children's experiences.

Leaders know children and their families well. They use information about children's learning, wellbeing and attendance to identify needs and provide support when needed. This helps children get the right help at the right time.

The committee provides support and challenge. Committee members take an active role in reviewing safeguarding, children's progress and staff development. This helps leaders maintain standards and continue to improve the setting.

Leaders support staff wellbeing and promote a positive working environment. They provide guidance and training to help staff develop their knowledge and skills. Leaders have identified areas for development and taken appropriate action to improve practice. However, these changes are not yet fully embedded. For example, leaders are working to improve the consistency of behaviour management across the staff team.

Leaders work closely with parents and other professionals to support children's learning, development and wellbeing. Parents speak positively about the support they receive and value the strong relationships they have with the setting. Leaders also help families access services and additional support when needed.

As a result, children benefit from effective leadership, supportive governance and a staff team that works together to meet their needs.