Seer Green Pre-School

Inclusion: Expected standard

Staff observe and assess children's progress over time. Careful monitoring of these allows them to identify any children who may be experiencing delays in their development or emerging barriers to their learning. Staff take swift action to address any additional needs. They talk to parents and carers and contact other professionals to seek advice. Staff work closely as a team to discuss strategies and techniques to help children with special educational needs and/or disabilities reduce the barriers to their learning that they are facing. Targeted support plans are in place and the impact of these are measured over time. Consequently, all children make sound progress at the setting.

Leaders ensure that staff access suitable training to help them support the individual needs of the children. For instance, training to help staff further understand how to make their practice conducive for neurodiverse children. Staff adapt the curriculum to ensure all children access the learning and experiences on offer. Leaders acknowledge the importance of carefully planning the use of any additional funding children may receive and carefully monitor the impact this has on individual's experiences and progress. All children feel welcomed, valued and supported.

Curriculum and teaching: Expected standard

Leaders design an ambitious and engaging curriculum. They work hard to ensure children's curiosity is sparked and that they use their imaginations and creativity daily. For instance, having had a visit from the local fire service, children delight in putting out a pretend fire using spray bottles and launching wet cloths towards the chalk flames. Leaders use staff observations and assessments, as well as discussions with parents and carers, to find out what children already know and can do. This informs planning and ensures that activities build on children's next steps in learning. Staff amend practice to ensure that children facing barriers to their learning are fully supported in accessing the provision.

Staff generally support children's communication and language development. They narrate play and offer options to hold children's focus. However, at times staff do not consistently engage in high-quality interactions with children. Their questioning skills do not always extend children's thinking or target individual children's levels of understanding. Consequently, children are not always supported build on what they already know, develop their thinking and confidently share their ideas. This, at times, reduces the potential for learning and progress for some children.

Children develop their physical skills daily. They enjoy the challenge of the climbing wall, dig and build volcanoes in the sand pit and practise their drawing and cutting skills in the mark-making area. Staff weave mathematical concepts throughout the day, encouraging counting, sorting and the use of positional language during play. Staff are confident in teaching these areas.

Achievement: Expected standard

Children achieve well from their starting points. The key-person system is effective in monitoring children's progress and ensuring any gaps in knowledge or skills are addressed in a timely manner. Staff support communication and language skills through modelling, use of stories, songs and rhymes. They play alongside children, narrating play and supporting them to understand new words. For instance, when discussing volcanos, staff talk about 'larva' and 'eruptions', helping children to deepen their understanding and extend their vocabulary.

Leaders support transitions extremely effectively. Close partnerships with local schools ensure children are ready for their next stages in learning. Activities such as weekly trips to the school library and visits to watch school performances, allows children the opportunity to become familiar with their next environment. This is particularly effective for children experiencing barriers to their learning as anxieties are reduced and they begin to establish bonds with new staff before the school term starts.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have established positive relationships with families. They work closely with parents and carers to ensure regular attendance and to provide frequent updates on children's progress. This helps children to build firm relationships with their key person and ensures parents are well informed.

Staff know children and their individual needs well. The have formed positive attachments and children feel secure. When children become dysregulated or overstimulated, staff offer alternative activities, such as reading a book or playing a game. This helps children to remain positively engaged in their learning and play.

Leaders and staff have established consistent boundaries and expectations. They act as positive role models and encourage kindness and good manners throughout the day. Children enjoy the responsibility of tidying up the setting and they work collaboratively to make the setting a safe place for all to enjoy. At times, when children experience disagreements, they struggle to resolve these for themselves. Enhancing staff skills in teaching this area would help children to become more confident in dealing with minor conflicts effectively. This would further benefit their transition into their next stage of their learning journey and school life.

Children's welfare and wellbeing: Strong standard

Leaders and staff hold high regard for children's welfare and wellbeing. This is promoted through positive relationships, consistent routines and the highly inclusive environment provided. Staff support children to take controlled risks, building on their coordination, confidence and resilience. When children use the balance beam or climbing wall, staff offer techniques and advice to ensure they disembark safely. Children are consequently building strength and balance while developing an understanding of how to keep themselves safe.

Staff support children to express their feelings through the use of stories and props. They embed an inclusive approach to ensure children, who face barriers to their learning, are fully involved and thrive alongside their peers. Children are beginning to discuss using strategies, such as deep breathing and counting, to help them to remain calm. Staff use sensitive responses to help children develop a strong sense of belonging and build trusting relationships.

Staff place important emphasis on healthy lifestyles. Children enjoy nutritious snacks and leaders work closely with parents and carers to ensure packed lunches are well balanced. Children have been taught to confidently wash their hands at appropriate times and manage their own toileting routines effectively. As a result, children develop a growing responsibility for their own health and wellbeing.

Leadership and governance: Expected standard

The dedicated and enthusiastic leaders have a clear understanding of the setting's strengths and areas for future development. The setting has been running for many years and parents speak highly about the personalised support that they receive. Leaders are reflective in their practice and have a clear vision for the setting. They work closely with staff to provide a stimulating, inclusive environment for all children, where staff wellbeing is also considered a priority.

Leaders have responded to parents' and carers' feedback and introduced an additional parent telephone consultation mid-term, to help parents remain highly involved and engaged in their children's experiences and progress. Staff have embarked upon a wide variety of training opportunities to support their knowledge and skills. These include courses with a mathematical focus, which has resulted in staff embedding effective mathematical development opportunities for children throughout the setting.

Leaders appreciate that some staff need additional support to further develop high-quality interactions and to help children become more effective at managing minor conflicts. This reflective approach ensures a robust system for self-evaluation and ongoing improvements.

A programme of staff meetings, training, supervisions and an open-door policy has resulted in a team that are happy, valued and supported. Leaders acknowledge that training and support is required to improve the consistency of high-quality interactions between staff and children to develop teaching skills further. This positive regard for wellbeing ensures staff's ability to do their very best for the children in their care.