Prenton Penguins

Inclusion: Expected standard

Leaders and staff create an inclusive environment for all children, including those with special educational needs and/or disabilities (SEND). They typically support children's individual needs well. Staff use ongoing assessment to identify potential gaps in learning. They work in partnership with parents and carers and other agencies. Children with SEND are well supported. Staff create individual plans to support their next steps in learning and development. Staff use a range of strategies, such as delivering specific activities, to support children with SEND.

Children benefit from effective and timely support to help them thrive. Leaders have effective working relationships with external professionals and make timely referrals. They invite professionals into the setting to provide advice and guidance on how to best support children's progress and learning. This means children receive prompt support while awaiting specialist interventions. For example, children access targeted small-group work to focus on their emotional regulation skills while they await formal specialist support. Leaders measure children's progress in smaller steps to celebrate all of their achievements.

Children's emotional wellbeing is very well supported. For example, staff continually review and make changes to the learning environment to support children's needs. Leaders have used funding to further enhance staff knowledge on how to support children to regulate their emotions. Staff effectively support children's transitions in their routines and smaller group activities.

Curriculum and teaching: Expected standard

Leaders know the nursery context well. They have used this knowledge to develop an ambitious curriculum with a clear focus on developing the skills that children need for the next stage in their learning. Leaders have a clear vision of what they want children to know and do and, typically, this is implemented well. Parents and carers receive regular updates about their children's progress. However, they do not always get specific ideas on how to best support their children's learning at home.

Children make their own choices in their learning and are keen to play and explore. Overall, staff support children to build on their communication and language skills. They use clear language and introduce new vocabulary as they play alongside the children. Children show a real love of stories as they ask staff for more as one story ends. Staff use these times well to pause and allow children to join in with the words that they know. Staff's positive interactions extend children's language in play. However, there are some inconsistencies in staff practice. For example, there are times when staff do not consistently allow children enough time to respond to their questions. This means not all children understand how the back-and-forth nature of conversations works.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities, generally make progress from their starting points. Children show physical strength and coordination as they ride on wheeled toys and dig outside. They climb competently and use their strength to negotiate obstacles. They show perseverance when they lose their balance and try again, clearly delighted when they succeed. Children develop the required muscles and hand-eye coordination needed for later writing. They weave pipe cleaners through a mat and roll balls out of play dough. Children laugh as they pour and scoop water and seize the abundance of opportunities to make marks in the environment.

Children confidently put on and zip up their own coats, showing pride as they state, 'I can do it.' Parents and carers say that their children enjoy sharing their learning at home, such as new songs that they learn. However, parents are not typically given specific feedback on how they can help their children develop their skills at home. Children confidently use their knowledge in play. As staff read books aloud, children join in with repeated parts of the story. Children make 'coffee' for visitors in the role-play kitchen and explain that cake will be a 'few' minutes before it is ready. Overall, children develop important skills in readiness for the next stage of their education, including school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders understand the importance of regular attendance and the impact this has on children's development, particularly for disadvantaged children. They work closely with families and other agencies to support all children to attend regularly. Robust multi-agency links enable them to secure additional funding for children that would benefit from additional sessions. These embedded systems ensure that every child makes the most out of their attendance at the setting.

Children benefit from fully embedded, clear routines. Staff have extremely high expectations for children and understand how to support children's emotional needs effectively. Children, including those with special educational needs and/or disabilities, demonstrate consistently positive behaviour and high levels of engagement in their play. They develop their ideas over time and remain focused on what they choose to do. Children invite others into their play, for example, as they make potions, working together and sharing ideas. Children are very well supported in their transitions between rooms and the move to school. Leaders have established consistent approaches, such as sharing information and accompanying children on visits to the school they will attend. This helps children to manage transitions confidently and feel secure.

Children's welfare and wellbeing: Strong standard

Leaders have created a calm, nurturing environment where children's welfare and wellbeing are consistently given the highest priority. Staff know the children extremely well, and key persons use this knowledge to effectively meet the care needs for each child. For example, children who struggle to separate from their parents beam happily as they see their key person. Staff sit and cuddle them until they are ready to transition to the activities on offer. Children are not hurried and are given the time to feel emotionally ready for what will happen next. Staff show respect as they ask permission to change children's nappies. These caring relationships help all children to feel secure and ready to learn.

Children develop an understanding of the importance of making healthy choices. Staff support families to ensure that children are provided with healthy lunch boxes, and they promote good oral health. Children make their own healthy choices as they eat their favourite fruits at snack time. Children follow robust hygiene procedures. They independently wash their hands as needed during the day. Children talk confidently about the importance of good handwashing as 'they could have germs on their hands'.

Leadership and governance: Expected standard

Leaders know their families, children and local community well. They have a clear vision for the setting. Leaders regularly review their curriculum and have an overview of their strengths and areas for development. Regular reflection is used to review practice and ensure children's needs are met. Leaders work in partnership with other professionals. Decisions are purposeful, informed by what leaders know about children and are in children's best interests. Leaders work collaboratively with other agencies, including the local authority, to enhance the provision. However, parents do not always receive focused advice to help them support children's learning at home.

There is a positive focus on staff's wellbeing and workload. Leaders engage in open dialogue with staff through supervision sessions and daily team meetings. New staff benefit from a detailed induction and understand their roles and responsibilities. Overall, staff feel well equipped to carry out their roles. However, leaders have not consistently enhanced all staff's expertise in supporting children's conversational language. This does not enable children to process questions and respond with understanding.