Precious Jem's Pre-School

Inclusion: Strong standard

Leaders and staff create an environment where inclusion is prioritised and celebrated. Through clear assessments of children's progress and development, any gaps in learning are swiftly identified. Leaders and staff work tirelessly to overcome any barriers and to access guidance and interventions from appropriate professionals. Staff develop professional relationships with different agencies. They seek advice and promptly implement this within the provision. Consequently, children with special educational needs and/or disabilities, or who may face barriers to their learning, make remarkable progress as staff make a sustained difference. For example, staff implement advice from speech and language professionals to promote communication across their provision. As a result, children achieve well as they are encouraged to express and communicate effectively. Staff use their experience and expertise to skilfully enhance all opportunities for children, ensuring that adaptations are carefully considered and implemented. Parents, carers and families receive detailed feedback. They express how the setting has 'made such a difference', developing both their confidence and their children's confidence in making progress and trusting the systems in place.

Leaders embed effective routines to support children's varying needs. For example, staff have created a free-flow routine for mealtimes to incorporate children who have medical needs that heighten when eating. This relaxed approach creates a calm and inclusive environment. For example, children who need to wait for medicine to be given and take effect before eating are still engaged in playful experiences, and are not separated from their peers. Children respond positively to this. They show empathy and understanding for differences between themselves and their peers.

Curriculum and teaching: Expected standard

Leaders and staff follow a clear curriculum that enhances children's opportunities to develop skills for future life. Staff focus on teaching independence, confidence and communication through play-led learning. They use their understanding of children's interests to generally keep children focused and engaged in activities to typically further their learning. However, not all opportunities for teaching are fully embedded throughout practice, as staff do not consistently enhance teaching. For example, children enjoy a welcome song and are asked how they are feeling and why. Children typically respond by saying, 'Happy, because I see my friends.' Staff do not take the opportunity to widen children's knowledge or to encourage them to explore their emotions further. Children play outdoors and develop their fine motor skills as they thread hoops onto straws. Mathematical language is explored as staff encourage children to count each hoop and discuss different quantities of who has 'more' and 'less'.

Children typically enjoy music and movement activities, but sometimes become disinterested and distracted. Staff are not always swift in responding or acting to adapt in the moment. As a result, children do not consistently experience further learning to enhance their knowledge and skillset. Children climb across equipment and enjoy developing their gross motor skills and physical development. Staff playfully ask children to 'stop' so that children practise their balancing skills before continuing to climb. Children receive simple instructions as they develop their listening skills with the opportunity to learn new vocabulary.

Achievement: Expected standard

Children typically achieve well. They are developing the skills and knowledge to prepare them for future transitions, such as moving to school. Children are skilful communicators and confident individuals. They develop these skills as staff promote a 'can-do' approach. This positive mindset towards trying new things and taking risks allows them to feel in control and proud of their achievements. Children feel proud and validated. They hold pencils with a secure pincer grip, developing their fine motor skills. Children demonstrate pride in their achievements as they show their friends. They communicate with confidence, and discuss what they have drawn and what colour crayons they have used.

Children with special educational needs and/or disabilities and those who may face other barriers to their learning make appropriate progress. Staff use their knowledge of each child to identify emerging gaps in their learning. They work collaboratively with other professionals, which ensures that children are supported appropriately.

Behaviour, attitudes and establishing routines: Expected standard

Children display a positive attitude to learning and interacting with their peers and staff. They understand the routines and know what is expected of them. Children display helpful and cooperative behaviour as they understand how to lend a supporting hand. They enjoy receiving praise for their achievements as they skilfully chop their own bananas for snack time. Children form positive and trusting bonds with staff. They display caring relationships and behaviour. They take turns and wait patiently in activities and routines, demonstrating respect for one another.

Staff are skilled at ensuring that activities are inclusive for all children, including those with special educational needs and/or disabilities or who face barriers to their learning. However, not every activity is meaningful, as sometimes children become less interested during specific group times. Staff do not consistently adapt these routines to keep children fully engaged, and as a result, some children become distracted.

Children are typically ready to learn and explore the provision, as staff work hard to promote excellent attendance. Staff provide feedback on children's progress and achievements to parents and carers, highlighting the importance of attendance to maintain the teaching.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are a clear priority across the setting. Leaders and staff create an environment of inclusion, celebration and positivity. Staff know children's characteristics and personalities inside out, and use this knowledge to enhance children's experiences further. Through their meaningful interactions, children feel a true sense of belonging as they feel secure and valued. Children are more than equipped to make healthy choices. For example, staff consistently lead conversations about eating healthily and exercising. Children express how they eat fruit to 'grow big and strong'.

Children are more than prepared for transitions as staff embed consistent routines. Upon arrival at the setting, children independently put their slippers on, creating a real home-from-home environment. Children feel very relaxed and comfortable and enjoy playing and learning in a calm manner. They participate in 'music and movement' sessions to stretch, dance and shake off, as staff carefully consider their routines. These physical sessions are skilfully planned prior to mealtimes, as children are expected to sit down and encouraged to use positive table manners during this time. As a result of the physical activity, children feel ready to relax after their dancing and welcome the opportunity to sit, displaying positive behaviours.

Leadership and governance: Expected standard

Leaders create a working environment of support and open communication as staff feel valued and listened to. Leaders ensure that all mandatory training is completed as they understand the importance of professional development. However, additional support and coaching are not consistently prioritised to further enhance staff's knowledge and development. This is sometimes reflected in staff's abilities to adapt in the moment to further enhance children's opportunities for learning.

Leaders form close bonds with parents, carers and families as they prioritise feedback and engagement. Leaders introduce different ideas to promote parental partnerships, as they acknowledge the importance of collaborative working. For example, leaders have introduced the 'Everywhere Bear' for children to take home, and children share their experiences together in a notebook. This adventure creates a real opportunity for leaders and staff to see children's interests, as well as furthering their knowledge of children's different home life dynamics. Leaders work closely with local schools, as well as any other professionals involved in children's care, to provide a smooth transition. As a result, support is specific and makes a positive difference to children's learning and development.