Play Pavilion Pre School

Inclusion: Expected standard

Leaders and staff are committed to supporting all children, including those with special educational needs and/or disabilities, children known (or previously known) to children's social care and others who face barriers to their learning or wellbeing. They use assessment information to identify children's needs and track progress, enabling appropriate support to be put in place. Leaders work closely with parents and external professionals. They work in partnership to implement advice and guidance to ensure consistency between home and the setting. For example, they have created a designated calm space, where children regulate their emotions, when feeling overwhelmed.

Leaders and staff have high expectations for all children. They adapt the environment to reduce barriers so that children access the curriculum and make secure progress. Staff use gentle reminders alongside visual prompts to help children understand the routines and expectations. This enables all children to feel safe and secure. Leaders and staff know children's individual needs well and adapt support appropriately, promoting confidence, independence and a sense of belonging. Leaders have invested in additional strategies and courses for staff, including sign language, however, this is not currently embedded.

Leaders recognise the needs of children who speak English as an additional language and take action to reduce the barriers they face. They use different strategies, including learning key words in children's home languages and translation technology, to support communication and understanding.

Curriculum and teaching: Expected standard

Leaders have designed a child-centred curriculum with a clear focus on developing children's social skills, confidence and independence. The curriculum builds on children's interests and next steps. The broad range of activities available, offer learning opportunities across all areas of learning. Leaders ensure that experiences are adapted to meet the differing ages and needs of children. Teaching is typically well matched to children's developmental stages and staff use ongoing assessment to identify what children know and can do.

Pre-school children take part in daily group sessions, where they learn about the days of the week, months of the year, the weather and counting beyond 20. Younger children enjoy stories, songs and actions that support their listening, attention and early communication skills. Staff generally use rich vocabulary and introduce new words during play and adult-led activities. For example, children learn new words, such as 'tentacles', while exploring beach-themed activities. Leaders make good use of the outdoor environment to promote physical development, giving children regular opportunities to run, jump, balance and use a range of equipment to develop their coordination and physical skills.

Mathematics is taught explicitly through counting, number recognition, patterns and sequences. Leaders identify that there is scope for staff to make greater use of mathematical vocabulary during everyday activities. They provide guidance and support to strengthen staff confidence in this aspect of teaching. Since this work is in its early stages, children do not yet consistently benefit from rich mathematical language throughout the day. This, therefore, limits opportunities to further deepen their mathematical understanding.

Achievement: Strong standard

All children, including those with special educational needs and/or disabilities, achieve very well from their individual starting points. They develop secure knowledge and skills across all areas of learning. As a result, they are securely prepared for the next stage of their education. Children confidently apply their knowledge, skills and confidence successfully across different activities and they are eager to take on new challenges. Children who start with little or no spoken language, communicate confidently using words, gestures and short phrases. Children who previously found emotional regulation difficult use calming strategies independently and build positive relationships with others. Those who once preferred solitary play, join activities happily with other children, showing curiosity and sustained engagement.

Children listen carefully, follow instructions and concentrate for longer periods during activities. They enthusiastically share their ideas and opinions during group discussions. For example, pre-school children considerately take turns explaining the weather and when discussing their daily routines.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff typically have high expectations for children's behaviour. Consequently, children behave well, play cooperatively and generally treat others with kindness and respect. Children learn to share and take turns, when using equipment or resources. They build the patience needed to wait their turn. Staff address unwanted behaviour calmly and promptly, helping children understand how their actions affect others. Staff use praise to reinforce positive behaviour and encourage children to make the right choices. Children develop warm, secure bonds with their key persons and seek reassurance when needed. These trusting relationships help children feel safe and secure.

Children develop positive attitudes to learning and enjoy taking part in a range of activities and experiences. Staff invite children to join in and encourage them to have a go. They give children clear instructions, which help children to focus and concentrate on tasks. Children typically settle quickly into familiar routines and move happily between daily activities. However, some transitions, including those between indoor and outdoor learning, create some unnecessary waiting time for children. This reduces opportunities for more meaningful engagement.

Leaders promote the importance of regular attendance and punctuality. They work positively with families to encourage readiness for school, while providing flexibility to help ensure children's attendance.

Children's welfare and wellbeing: Strong standard

Leaders and staff know children extremely well and respond swiftly and sensitively to their individual needs and changing circumstances. Warm, trusting relationships help children feel safe, secure and confident from the moment they arrive. Leaders work very closely with parents and other professionals to provide children with the consistent support they need.

Well-established and embedded daily routines help children to develop healthy habits and children confidently manage their self-care needs independently. They wash their hands, blow their noses, self-serve food at snack times and swap their shoes between indoor and outdoor play. Mealtimes promote healthy choices, polite manners and positive social interactions. For example, staff encourage conversations about healthy foods and the importance of a balanced diet.

Leaders and staff give children the time, space and reassurance needed to understand and regulate their emotions. They skilfully use praise and encouragement to celebrate achievements and build children's confidence and self-esteem. Children regulate their emotions independently using the designated calm space to refocus and reset. Leaders make effective use of the spacious indoor and outdoor environment to encourage children's physical development. For example, children take part in daily music and movement activities that promote physical activity, coordination, focus and control. As a result, children develop secure foundations for healthy lifestyles, wellbeing and lifelong independence.

Leadership and governance: Expected standard

Leaders have an accurate understanding of the setting's strengths and priorities for improvement. They monitor the quality of teaching carefully and take action, where practice is not yet consistent. Leaders make decisions in the best interests of children, including those with special educational needs and/or disabilities (SEND). They know children well and respond appropriately to their individual needs, creating a caring and inclusive environment, where they feel valued and supported. Leaders are strengthening their progress tracking to enable staff to identify children's next steps more precisely and monitor them more rigorously.

Leaders have created a supportive culture, where staff feel valued. They are mindful of staff wellbeing and take steps to ensure workload is manageable. Leaders provide staff with relevant professional development, coaching and constructive feedback to strengthen and enhance practice. Staff value the guidance and direction leaders provide. However, opportunities to take on further professional development are not currently prioritised by all staff.

Leaders work collaboratively with parents and external professionals to improve outcomes for children. Parents speak highly of the quality of communication shared, the care their children receive and the trusting relationships they have developed with staff. They note the considerable impact they feel the setting has made to their children's development and wellbeing. Leaders use assessment information alongside information from parents and professionals to ensure that all children, including those with SEND, receive the support they need to make rapid progress. Leaders work closely with families to ensure that additional funding is used carefully to help all children achieve the best possible outcomes.