Southover Pre-School

Inclusion: Expected standard

Leaders identify children's needs accurately and take appropriate steps to reduce barriers to learning and development. They work effectively with external professionals, including therapists, to support children with additional needs. For example, adaptations such as low-level seating and targeted physical activities help children with physical needs to participate alongside their peers.

Leaders support children who speak English as an additional language through practical strategies, such as using key words, repetition and home-language prompts. This helps children to understand routines and develop communication skills. Staff use simple, consistent language and model interactions effectively to support understanding.

Support for children with emerging needs is in place. Staff observe children closely and implement strategies to support behaviour and emotional regulation. For example, they use consistent routines and visual cues to help children manage transitions and expectations.

Leaders understand the needs of disadvantaged children and use available funding and targeted support to help reduce gaps in learning and development. Leaders work closely with parents and professionals to provide appropriate support. The setting promotes inclusion by ensuring all children access the same experiences, with adaptations where needed. This means, children are supported well to make progress from their starting points.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that focuses on supporting children's communication, personal development and physical skills, reflecting the needs of the children attending. Staff understand the curriculum intent and plan activities that follow children's interests and next steps.

Teaching is generally effective and responsive. Staff use modelling, narration and repetition to support learning. For example, in the mud kitchen and sensory play, staff describe actions and introduce vocabulary, such as 'mix, pour' and 'stir', helping children link language to experiences. They ask simple questions and build on children's responses to extend thinking. In the baby room, staff model simple words, repeat sounds and use gestures during play and routines, helping babies begin to communicate and engage.

Activities are purposeful and engaging. For example, planting activities help children understand processes and sequencing, while dough and sand play develop fine motor skills and early problem-solving. Staff adapt their interactions to support younger children and those who speak English as an additional language.

Leaders provide training and monitor practice to support staff development. This has improved staff confidence in supporting communication and language. However, practice is not always consistent in promoting early mathematical language and concepts during play. Overall, the curriculum is implemented effectively and supports children's development across the areas of learning.

Achievement: Expected standard

Children make appropriate progress from their starting points. Babies and younger children develop confidence, communication and physical skills through sensory play, songs and movement. For example, during small-group song time, children choose songs, such as 'baby shark' and join in with actions, while staff use props and repetition to support communication and engagement. Babies begin to use sounds, single words and gestures to communicate.

Older children develop skills in communication, personal development and early literacy. For example, children independently access a cosy outdoor reading area, select books and recall story events, while staff support discussion and extend language. They also develop independence through practical activities, such as washing socks and using pegs.

Children with special educational needs and/or disabilities and those who speak English as an additional language are supported effectively to access learning and make progress. However, the curriculum does not yet fully support the development of children's early mathematical concepts, such as comparisons of counting, size and volume.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established clear expectations for behaviour and routines. Staff model respectful interactions and use consistent language to support children's understanding. For example, during daily 'grace and courtesy' sessions, children are taught to use polite language, take turns and show kindness, which supports their understanding of behavioural expectations.

Children demonstrate positive attitudes to learning. They engage in activities with interest and sustain attention for increasing periods of time. Babies and younger children explore resources with curiosity, while older children participate in group activities and follow instructions.

Routines are well established and support children's sense of security. For example, children understand expectations during mealtimes, tidy-up time and transitions between activities. Staff provide gentle reminders and support children to follow these routines.

Children learn to manage their behaviour with support from staff. They are guided to share, take turns and resolve minor conflicts. Staff provide reassurance and help children regulate their emotions, particularly those who are still developing these skills.

Attendance is promoted through positive relationships with families. Children attend regularly and settle well into daily routines.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's welfare and wellbeing. Staff provide attentive care and respond to children's individual needs. For example, babies are supported through calm routines and close interactions, helping them feel secure and settled.

Children develop independence through daily routines, such as eating, drinking and selecting resources. They also learn about caring for the environment, for example, by using recycling bags in the garden. Healthy eating is promoted through providing new improved nutritious meals, snacks and weekly cooking activities, with staff encouraging children to try a range of foods. However, opportunities to consistently deepen children's understanding of the benefits of healthy eating are not yet fully embedded throughout the day, particularly during mealtimes.

Staff support children's emotional wellbeing effectively. They provide reassurance, comfort and consistent care, particularly for children who are new, less confident or who require additional support. This helps children to develop secure relationships and confidence.

Children are encouraged to develop physical skills through outdoor play and activities, such as climbing and balancing activities and regular nature walks, which support coordination and confidence. Staff support children to take appropriate risks in a safe environment. Overall, children's welfare needs are met, and they are supported to develop confidence, independence and wellbeing.

Leadership and governance: Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and areas for development. Since the last inspection, they have taken appropriate action to address recommendations, including improving support for communication and language and strengthening staff understanding of the curriculum.

Leaders monitor practice through observation and discussion, helping to ensure that staff implement the curriculum appropriately. Training and professional development are prioritised, particularly in supporting communication and language, which has improved staff confidence and consistency in their interactions with children.

Leaders respond to feedback from parents and use this to improve children's experiences. For example, following consultation, they reviewed the menu and introduced healthier options with reduced salt and sugar, ensuring meals better meet children's needs. Leaders use their understanding of the local community to make inclusive decisions, supporting all children to access appropriate experiences and promoting healthier lifestyles. Although, opportunities to further develop children's understanding of healthy eating are not yet fully embedded.

Partnerships with parents are positive. Leaders and staff communicate regularly through discussions, meetings and online systems. Parents report that they feel well informed and confident to raise concerns, and value opportunities to engage in events and activities.

Staff wellbeing and workload are supported through ongoing communication, teamwork and clear guidance, helping staff to carry out their roles effectively. Overall, leadership is effective in maintaining and improving the quality of provision, although further work is needed to ensure greater consistency in some aspects of teaching.