Rochester Preschool

Inclusion: Expected standard

Leaders have created an inclusive environment where children's individual needs are identified and understood. Staff know children well and accurately assess their needs, including children with special educational needs and/or disabilities, in receipt of early years pupil premium funding or who are, or have been, supported by social care services. Staff adapt support, so children can participate fully in routines and activities. They support children with emerging speech and language needs through small-group and one-to-one interactions. This helps children to communicate more confidently and engage alongside their peers. Children are included in all aspects of the provision and benefit from positive relationships with staff.

Leaders monitor children's progress and review support regularly. They work effectively with families and external professionals to support children's development. Parents speak positively about communication and the support their children receive. Leaders use additional funding effectively to support children's development, engagement and continuity of care, including enabling children to access experiences, such as holiday provision. Inclusive practice is secure and ensures that children access the curriculum. Leaders recognise the importance of continuing to strengthen how teaching builds on children's individual starting points to further improve outcomes.

Curriculum and teaching: Expected standard

Leaders have designed a clear and inclusive curriculum that reflects their ambition for children to become curious, confident and independent learners. Staff understand children's next steps and provide a range of experiences that support development across the areas of learning. For example, children play matching games that help to develop memory and recall, and they connect familiar characters to stories and past experiences. Staff support children's communication through regular interactions. They introduce and reinforce vocabulary during activities and conversations, such as naming ingredients and describing textures when children make dough. They also encourage children to talk about familiar events and experiences. Staff use assessment to identify what children know and can do, and they use this information to plan suitable experiences. Children make dough and follow simple processes. This helps them to develop early problem-solving skills.

Children benefit from opportunities that promote their personal, social and emotional development, as well as their physical development. Staff know children well and ensure that children can access activities and routines. However, staff do not consistently build on what children already know and can do to help them make deeper progress in their learning. Although interactions are generally positive, staff do not routinely adapt teaching during activities to extend children's thinking or introduce new knowledge. As a result, children often revisit familiar experiences without developing a deeper understanding over time.

Achievement: Expected standard

All children make progress from their starting points. They develop communication, independence and social skills that support their learning and help them to participate confidently in daily routines and activities. Children manage routines independently, such as preparing for snack times, tidying resources and organising their belongings. They show increasing confidence when making choices in their play and when speaking with staff and other children. Children play cooperatively, share resources and demonstrate consideration for others during activities and routines.

Children remember and talk about previous learning and experiences. For example, they describe the life cycle of a butterfly during story time and connect this to earlier activities and discussions. Children develop early problem-solving skills as they explore activities such as making dough and matching games that support memory and recall. However, children do not consistently benefit from opportunities to build a deeper understanding of concepts over time. They engage in imaginative play, storytelling and creative experiences that support their language development and encourage them to express their ideas. Children enjoy outdoor play where they develop their physical skills through activities, such as riding bikes, using slopes and exploring planting areas. Parents report improvements in children's communication and behaviour. These help children develop the skills needed for future learning and transitions.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate highly positive attitudes to their learning and engage enthusiastically in the experiences available to them. They arrive confidently, settle quickly into familiar routines and move purposefully between activities. Children independently manage daily tasks, such as self-registration, handwashing, preparing for snack times and tidying away resources. They show pride in carrying out responsibilities and respond well to the consistent expectations established by leaders and staff.

Relationships between staff and children are warm, respectful and supportive. Staff know children well and help them feel secure, valued and included. Children cooperate successfully with one another, take turns and share resources during play. They sustain concentration in activities, show perseverance when challenges arise and demonstrate increasing confidence when expressing their ideas and preferences. Children play alongside their peers with kindness and consideration, including those who need additional support to engage in routines and activities.

Staff support children effectively to understand routines, boundaries and expectations. They respond calmly and sensitively when children need help to manage their emotions or behaviour. For example, staff reassure and guide children through minor disagreements or moments of frustration. This helps them to regulate their feelings and return positively to play and learning. This consistent approach helps children feel safe, secure and ready to learn. Leaders and staff also work closely with families to promote regular attendance and establish consistent routines that support children's wellbeing and readiness to participate fully in the setting.

Children's welfare and wellbeing: Expected standard

Children are happy, settled and emotionally secure within the setting. They develop positive relationships with staff, who know them well and respond sensitively to their individual needs. Staff provide consistent care and support that help children feel safe, valued and included. Care practices meet children's individual needs effectively, including children with special educational needs and/or disabilities and those requiring additional support. Staff make appropriate adaptations, so children can take part fully in routines, activities and play experiences alongside their peers.

Children benefit from secure and responsive interactions with staff throughout the day. Staff comfort and reassure children when needed and support them to recognise, express and manage their emotions appropriately. For example, staff calmly help children resolve minor disagreements and encourage them to talk about their feelings. As a result, children develop confidence and emotional security.

Children learn about healthy lifestyles through discussions at mealtimes, regular outdoor play and activities, such as supervised toothbrushing. They develop physical skills as they ride bikes, explore slopes and use outdoor equipment safely. Children increasingly manage their own personal needs, such as washing their own hands, prepare snack and organise their belongings. Staff establish routines that support children's wellbeing consistently and help children to feel safe and thrive within the setting.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's context and the needs of the children and families who attend. They have taken thoughtful action to support children's health and wellbeing and to create an inclusive environment. For example, leaders prioritised the development of the outdoor area to provide children with regular opportunities for physical play and exploration, particularly for those living locally with limited access to outdoor space. Leaders have also responded to local health priorities by working with the Medway healthy team to introduce initiatives, such as supervised toothbrushing, that support children's understanding of healthy lifestyles.

Leaders review the quality of the provision regularly and identify appropriate areas for further development. Systems are in place to monitor children's progress and help leaders understand children's experiences across the setting. Leaders and staff work closely with families and external professionals to support all children. Parents value the communication they receive and speak positively about the support available for their children.

Leaders make decisions that are in the best interests of children and consider staff's wellbeing when organising the day-to-day running of the setting. Staff work collaboratively, understand their responsibilities and receive guidance and support that helps daily routines run smoothly. Leaders provide opportunities for discussion and reflection to support staff's practice and maintain a positive working environment. Leaders recognise the importance of continuing to strengthen the quality and consistency of teaching so that staff build more effectively on what children already know and can do. This will help children to develop a deeper understanding of their learning over time.