Pulford Playgroup

Inclusion: Strong standard

Leaders have a detailed understanding of children's individual needs. They identify barriers to children's learning early. Leaders work closely with parents and carers, previous settings and other professionals to provide the right support. They adapt the environment, resources and communication methods so that children can take part fully and feel a sense of belonging.

Children with special educational needs and/or disabilities (SEND) are included in all aspects of the setting. For example, practitioners use simple Makaton signs, visual resources and photos to help children to communicate and make choices. Leaders and practitioners adapt the environment so that, for example, children who use mobility equipment can access all areas of the provision safely. Leaders also consider barriers faced by children who speak English as an additional language and parents who need information in different formats. They work with families to understand how they would like English and their children's home languages to be used. This helps both children and families to communicate and develop a sense of belonging.

Leaders use additional funding effectively to address identified gaps in children's development. For example, they use funding to provide additional staffing when children need more support to settle in. Leaders also use funding to develop staff expertise in supporting children's communication and language development. Leaders and practitioners identify children's needs early, put support in place, and regularly review this to decide whether further specialist advice is needed. They share information well with those involved in children's care. This helps to ensure that support is timely, consistent and well matched to children's needs.

Leaders plan transitions carefully. They share useful information with receiving providers about what helps individual children to settle, manage their emotions and take part in learning and play. As a result, children with SEND are able to participate fully, make progress and develop greater independence.

Curriculum and teaching: Expected standard

Leaders have designed a broad curriculum that builds on what children know and can do. Practitioners use observations and assessment information to identify gaps in children's learning and agree suitable next steps. Regular discussions help practitioners to share information about children's progress and respond to their needs.

Practitioners use everyday play and routines to develop children's knowledge and skills. They encourage children to think for themselves, persevere and solve problems. Children develop language, early mathematical, physical and social skills through play. For example, children use words such as 'heavy' and 'wide' as they explore mathematical ideas. Children apply what they know in their play and begin to take responsibility for their learning.

Children can choose activities and follow their interests. They access resources independently and sustain their engagement. Practitioners use familiar songs and routines to help children to listen, pay attention and understand what happens next. This supports children to develop the knowledge and skills they need for their next stage of learning.

Teaching is typically responsive to children's needs and generally helps them to build on what they already know. However, although practitioners encourage identifying healthy foods during mealtimes and role-play activities, they do not plan opportunities in the curriculum to support children to understand why healthy food choices are important. As a result, children are not yet consistently provided with opportunities to extend their learning.

Achievement: Expected standard

Typically, all children, including those with special educational needs and/or disabilities, make progress from their starting points and develop the knowledge and skills they need for their next stage of learning. Children who are new to the setting settle quickly and become confident in following routines, making choices and managing tasks independently. For example, they access their own apron ready to paint and their own coat ready to go outdoors and put these away when finished.

Children communicate clearly, talk about their experiences and use mathematical language in their play. They solve problems and apply what they know in different situations. For example, children decide how to change the size and shape of their play dough creations and select tools for themselves to achieve what they intend.

Children develop their physical, social and communication skills through everyday play and interactions. They confidently express their ideas during play, make decisions and increasingly take responsibility for themselves. As a result, children develop positive friendships and cooperate successfully with their peers.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established clear expectations for children's behaviour and routines. Children understand these expectations and respond well to them. They are calm, happy and engaged in their play. Children share resources, take turns and treat others with kindness and respect. They develop positive relationships with their peers and the adults who care for them.

Children manage familiar routines with increasing ease. They confidently follow routines, such as handwashing, tidying resources and preparing for snack. Children who are new to the setting quickly learn the routines and expectations. Practitioners use consistent praise and encouragement to reinforce positive behaviour and help children to understand what is expected.

Practitioners respond sensitively to children's individual emotional needs. They give reassurance when children find something difficult and help them to manage their feelings. This enables children to settle quickly and return to their play and learning. Children increasingly manage their own behaviour and show positive attitudes towards others and their learning.

Leaders have created a calm and respectful culture. Consistent approaches from practitioners help children to understand boundaries, manage routines and behave well. For example, when a bell signals that it is time to tidy up, children stop and listen before working together to put resources away. Leaders take decisive action to promote regular attendance. They follow up absences with families to identify and address any barriers to their children attending.

Children's welfare and wellbeing: Expected standard

Practitioners provide consistent care that meets children's individual health and welfare needs. They understand children's medical needs and follow appropriate arrangements to keep them safe. For example, practitioners have adapted handwashing arrangements to reduce the risk of allergen contamination. Children follow established hygiene routines and understand how to keep themselves safe. Children develop their self-care skills, such as collecting their own snack and drink and trying to open food packaging independently before asking for help.

Children are encouraged to recognise, express and talk about how they are feeling. Practitioners respond sensitively when children experience changes or difficulties and work with parents and carers to provide appropriate support. This helps children to manage their emotions, understand when their feelings change, and settle into the setting.

The setting promotes healthy snacks and lunch boxes. Practitioners share information with parents about healthy food choices. However, children's understanding of healthy eating is less well developed. Practitioners do not consistently use everyday opportunities to help children understand why some foods and drinks are healthier choices. As a result, children do not yet have a secure understanding of how healthy choices support their health, including their oral hygiene.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development. They use information about children, families and the local community to identify priorities and take appropriate action. For example, when presented with local oral health information, leaders recognised the need to develop their knowledge and strengthen how they support children's understanding of oral health.

Leaders provide a positive and supportive working environment. They consider practitioners' workload and wellbeing. Leaders provide training and professional development to support practitioners in their roles. For example, leaders undertook communication and language intervention training, sharing their learning and practical ideas with the practitioners. Practitioners feel valued and receive encouragement to also share their views. Leaders are open to feedback and reflect on the effectiveness of their practice.

Leaders ensure that practitioners understand their responsibilities and have appropriate recruitment, induction, training and procedures in place. They work effectively with parents and carers and other professionals to support children's needs. Leaders also follow up children's absences and explore any barriers to regular attendance.

However, leaders do not yet use supervision sessions and peer observations consistently to support practitioners' development. They do not consistently evaluate the impact of training on practice. As a result, leaders do not yet have a consistent overview of how professional development is improving practice and outcomes for children.