Rackets Pre-School Nursery

Inclusion: Expected standard

Leaders create an inclusive environment where children's individual needs are identified and supported. They gather information from parents and previous settings and use this, alongside ongoing observation, to assess children's starting points. Leaders identify children with special educational needs and/or disabilities (SEND) early and take appropriate action to secure support.

Leaders work closely with parents, external professionals and the local authority to plan support. For example, they liaise with the area special educational needs coordinator and other agencies. They use advice to inform strategies within the setting. Staff provide targeted support, including one-to-one interactions, adapted resources and the use of familiar routines, such as songs and structured activities, to support communication and engagement. They support children with SEND to participate in daily routines and play alongside their peers.

Leaders monitor children's progress and make adjustments to support as needed. They recognise small steps of development, particularly in communication and social interaction, and use this to inform next steps. Additional funding is used to provide extra staffing and resources to meet children's needs. Overall, leaders demonstrate a clear commitment to inclusion. Their actions help to reduce barriers and support children to access the curriculum and make progress from their starting points.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that reflects children's interests and provides a broad range of experiences across the areas of learning. Children benefit from daily use of local outdoor facilities, which supports their physical development and helps them to develop an understanding of the natural world. Leaders prioritise children's personal, social and emotional development, communication and language, and physical development, particularly for younger children. Staff provide opportunities for children to be active, explore and engage in play, both indoors and outdoors. At times, staff planning is more generalised and does not consistently identify precisely what children are intended to learn across daily experiences. This means that some learning opportunities arise incidentally rather than being fully shaped to build on what children already know and maximise engagement.

Staff use their knowledge of children to adapt experiences and support engagement. They interact warmly with children, modelling language and introducing new vocabulary through play and daily routines. For example, staff use resources, books and conversations to extend children's communication. Assessment is used to identify children's starting points and inform support, particularly for children with special educational needs and/or disabilities, where targeted strategies help children to access the curriculum.

Achievement: Expected standard

Children make progress from their starting points across the areas of learning. They develop communication and language skills through regular interactions, including a clear interest in books. Younger children confidently select books, engage with familiar stories and begin to repeat words. Older children talk about their ideas and experiences, using a growing vocabulary. Children build physical skills and confidence through active play. For example, they explore outdoor equipment, develop coordination using push-along vehicles and show curiosity about the natural world, including insects and their environment.

Children with special educational needs and/or disabilities make progress from their starting points. They take part in personalised interactions, such as exploring and naming familiar objects, and simple turn-taking games, including ball play, which support early communication and social interaction. Children engage with others and begin to respond socially.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a calm and caring environment where children feel secure and valued. Staff build warm relationships with children, supporting them to feel confident and settled. Children respond positively to staff, arriving ready to engage in play and daily routines. Staff have clear expectations for behaviour. However, they do not consistently help all children develop a secure understanding of how to use space and resources safely, including being aware of others when they ride the wheeled vehicles down the ramp.

Children learn to play alongside others, share resources and take turns. Staff support children to understand expectations through routines and guidance. For example, children follow established routines at snack time and during transitions, which helps them to feel secure and develop independence.

Leaders actively promote regular attendance. They work closely with families to understand reasons for absence, including extended absences, and support families to establish consistent routines. Leaders also encourage punctuality, particularly for children preparing for school.

Staff support children, including those with special educational needs and/or disabilities, to engage and interact with others. They adapt their approach to meet children's individual needs, helping them to develop positive attitudes to learning and play.

Children's welfare and wellbeing: Expected standard

Staff support children's physical development and wellbeing through active play and regular outdoor experiences. Children develop confidence in their physical abilities and begin to understand how to keep themselves and others safe. At times, staff do not consistently reinforce this understanding, particularly when children use shared outdoor spaces, to fully support their awareness of safety.

Staff support children, including those with special educational needs and/or disabilities, to feel included and cared for. They adapt routines and provide additional support to ensure all children's needs are met. Staff implement care practices that meet children's individual needs. They follow established routines for sleeping, feeding and hygiene. Mealtimes are managed safely, with staff supervising children closely and supporting them to develop independence, such as feeding themselves and managing routines.

Staff know children well and build secure, responsive relationships, which help children to feel safe and settled. Key persons provide consistent care, particularly for babies, supporting them to feel emotionally secure and confident within the setting. Children are supported to recognise and express their feelings. Staff provide reassurance and use simple language to help children identify emotions. Children begin to develop an awareness of their feelings and those of others.

Leadership and governance: Expected standard

Leaders demonstrate a clear commitment to providing a nurturing environment where children and families are well supported. They know their children and community well and take decisions that reflect children's individual needs, including those with special educational needs and/or disabilities. Leaders work closely with parents, other settings and external professionals to support children's development and wellbeing. They exchange detailed information when children start to help ensure a smooth and supportive transition into the setting.

Since the last inspection, leaders have taken steps to strengthen their practice. They have developed their curriculum and increased their presence within the setting to support staff and improve consistency. Leaders understand the setting's strengths and areas for development. They have identified plans to further enhance the outdoor area to strengthen children's learning experiences. However, oversight of teaching and learning is not yet consistently sharp enough to ensure that children's learning is purposefully planned to deepen their knowledge, skills and understanding securely over time.

Leaders support staff wellbeing and create a positive working environment. Staff speak positively about the support they receive. Leaders provide professional development opportunities, including feedback from observations and access to training.