Small Steps Pre-School

Inclusion: Expected standard

Leaders ensure they get to know families very well. They are well placed to identify any emerging needs or vulnerabilities in children and the support they may need in the short-term or long-term. Once leaders have identified vulnerable children they support other staff to make any adaptations needed to ensure children can attend regularly and feel included fully in pre-school life. Leaders then monitor these children's wellbeing and progress closely.

Where children have identified special educational needs and/or disabilities, leaders work closely with parents and other professionals to accurately identify and assess their needs. They plan and implement personalised support that helps children make good progress from their starting points and prepares them well for the next stage of their education. Leaders ensure that reasonable adjustments and tailored strategies enable children to access the full curriculum and participate fully in learning and play alongside their peers. This inclusive approach promotes children's well-being, independence and sense of belonging.

Leaders identify children who may need extra support with their communication skills. Typically, these children receive effective support to begin to catch up with their peers and develop the confidence and vocabulary they need to express their needs and opinions. Leaders and staff use a range of successful strategies to support children who speak English as an additional language.

Curriculum and teaching: Needs attention

While leaders have begun to make improvements to the overall quality of curriculum delivery, there remain inconsistencies in the quality of teaching. At times, staff do not consistently interact with children in ways that help to shape their play into meaningful learning experiences. Leaders have not yet fully supported all staff to develop the confidence and expertise needed to join children's active play effectively and maximise the learning that takes place through these interactions.

Typically, staff use small group times to teach specific skills and knowledge to children. For example, they focus on specific mathematical skills, such as number recognition and accurate counting. However, due to the inconsistencies in the quality of teaching there are variations in how effectively these activities are delivered. For example, staff do not always notice when children need extra help to complete the planned activities or encouragement and support to join in fully.

Leaders identify clear curriculum aims and staff monitor children's progress thoroughly. This ensures any emerging needs are identified and planned for. Typically, staff focus effectively on supporting children's developing language skills, including for children who need extra support. Staff also focus effectively on developing children's independence. Staff teach children to look after their own belongings, help with tidying up and to wash their hands and put on their shoes. Staff read to children regularly in ways that engage all children, including those who have special educational needs and/or disabilities. This helps ensure children develop a love of books.

Achievement: Needs attention

Some children are hindered from making the progress that they are capable of, due to the inconsistencies in the quality of teaching. For example, children who choose to spend more of their time in active play receive less focused interactions from staff than children who choose other types of learning experiences. At these times, learning is sometimes left to chance. This means that sometimes children's play lacks the focus it needs for them to develop new skills and embed existing learning.

Typically, vulnerable children progress well. They catch up with their peers and develop a secure range of communication and self-help skills. All children develop an interest in books and show a keenness to learn. They learn about healthy habits, such as the importance of brushing their teeth. They learn to listen to adults and cooperate with requests. They learn about people who can help them in their local community and about their own and other cultures, for preparation for life in modern Britain.

Behaviour, attitudes and establishing routines: Expected standard

Leaders work closely with families to support regular attendance. They talk to parents about the benefits of establishing regular routines and help remove barriers parents may face to getting their children to pre-school on time.

Through their daily interactions staff show children how to be kind, helpful and encouraging, and children learn to be these things also. They enjoy playing together and form friendships. Children behave well for their age. Typically, they happily include other children in their play and share toys and resources. They listen to what adults say and cooperate with requests. For example, children help to tidy up and then gather on the carpet for stories and songs. Staff offer effective support when needed to ensure all children understand what is expected of them at these times. For example, they use visual aids to help children who speak English as an additional language, or who are being supported with their language development, to understand and join in with these activities.

Leaders have embedded well an effective key person system. They ensure families understand this role and know who will be best placed to talk with should they have any concerns. Staff spend time each day with their key children which enables them to build warm and trusting relationships.

Children are enthusiastic learners and show curiosity and enjoyment in their play. However, there are times when staff do not recognise the need to join in children's play in order to extend children's learning further.

Children's welfare and wellbeing: Strong standard

Leaders place children's wellbeing and welfare at the centre of their practice. They build very warm and professional partnerships with parents which means they are well-placed to identify any changes in circumstances that could impact on children. This enables them adapt what they do and offer children extra support or help when needed. Children show they really enjoy being at pre-school. They are happy, engaged and clearly see it as 'their place'. This includes children with special educational needs and/or disabilities and children who face other potential barriers to the wellbeing. All children are fully integrated into pre-school life.

Leaders ensure that routines are well embedded which helps children understand what is expected of them. Staff are highly effective in building children's independence and self-help skills. From an early age children look after their own belongings and manage their own personal care needs. Routines also encourage children to make healthy choices for themselves. Children choose to spend time in energetic play outdoors. They know they need a hat when it is hot and a coat when it is cold. They know that eating fruit and vegetables will help them grow and stay healthy. They know how to brush their teeth and why it is important to do so.

Leadership and governance: Needs attention

Leaders have identified that staff need further support, guidance and coaching to ensure they deliver consistently effective teaching. However, the support they have put in place has not yet fully addressed the inconsistencies in staff practice. Leaders have chosen to take a steady and gentle approach in supporting staff, with the aim of maintaining staff wellbeing and morale. However, this has led to improvements not being made swiftly enough. Staff are keen to improve their skills and want the best for children but show they still need focused training to sharpen and improve their interactions with children.

Leaders have successfully supported staff to plan a more focused curriculum, with a clearer emphasis on what children need to learn next. For example, staff now identify plan small-group times with more precise learning intentions in mind. This enables them to focus these learning experiences on the developmental needs of the children taking part. Leaders support staff to undertake additional training and gain childcare qualifications. Staff feel well supported. They appreciate the time they are given to complete training and complete any administrative tasks they have. Leaders successfully ensure that staff workloads are manageable.

Leaders understand the importance of working collaboratively with parents and other professionals. They build close partnerships with parents. This enables them to understand each family's need and circumstances so they can tailor children's care accordingly. They share regular updates on children's progress and support parents through their children's developmental milestones, such as toilet training. Leaders reach out to fellow leaders at the schools children will be joining and proactively share information that will help children settle and manage the move smoothly.