Spinney Pre School

Inclusion: Expected standard

Leaders identify children's needs quickly when they first start pre-school. They collect information from parents and previous settings, complete assessments and use additional screening tools to gain a clearer understanding of what children need support with. Leaders use the information they gather to create bespoke plans that focus on children's unique next steps in learning. These are monitored each term with parents and outside agencies to ensure they continue to meet children's needs.

Leaders responsible for special educational needs and/or disabilities (SEND) are well trained and experienced. They work closely with outside agencies to advocate for children. Leaders access specific training that helps them to adapt the environment and implement strategies, such as communication boards, a visual timetable and objects of reference. This helps children who are pre-verbal to communicate and develop their understanding. Leaders use additional funding strategically, so that resources and experiences benefit individual children. Decisions about the use of funding are made alongside parents and key persons to ensure support is targeted well. Children with SEND make sustained progress from their individual starting points.

Curriculum and teaching: Expected standard

Leaders design the curriculum well across the areas of learning. They understand the needs of children they care for and plan their curriculum with these in mind. For instance, on entry, children typically have gaps in their language and personal, social and emotional skills. Therefore, leaders prioritise these areas.

Children's communication and language development is well promoted. Staff talk to children a lot, modelling new language and narrating what they do. Staff help children to develop their mathematical skills, for instance by using number songs to count by rote and blocks to count with one-to-one correspondence.

Children's physical development is a priority for the pre-school. Leaders recognise that some children need more support to develop their fine motor skills. They intentionally provide a range of opportunities for children to regularly use their hands and fingers to strengthen their muscles.

During free-play time, staff adapt their teaching very well for children's differing needs. They use visual references for children who do not speak and timers for those who struggle to share. However, they do not consistently adapt their teaching during large-group activities to support children's stages of development. Consequently, at times, children become distracted and do not benefit from the learning experience.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, make progress through the curriculum. Children who start pre-school unable to speak clearly receive targeted support from staff and other professionals. These children develop the communication and language skills they need to promote their all-round development and progress, and they quickly become confident communicators. Children are developing the small muscles in their hands and are able to confidently manipulate dough, use scissors, make marks with chalks and begin to form some letters. Children are developing secure social and emotional skills. They are able to follow instructions and confidently remind one another of the rules, such as pointing out how to 'make things fair' by sharing out the play dough equally. Although some children start pre-school with gaps in their learning, they make consistent progress and catch up in time for starting school.

Behaviour, attitudes and establishing routines: Expected standard

Staff have high expectations for children's behaviour and teach them about the importance of sharing, turn-taking and good manners. Children are very kind to one another, particularly to those children they know have some barriers to their learning. Staff have lovely relationships with children and recognise that routines need to be adapted to support them. For instance, some children need more preparation time and support from objects of reference during transition times. This is done seamlessly and helps children with special educational needs and/or disabilities to stay calm and regulated.

Children are friendly and play collaboratively. They work together in the garden to build structures with bricks and transport each other in crates. Children are happy to be around each other and demonstrate lovely relationships. They know the routines well and respond quickly to the 'tidy up' song, becoming very competitive when challenged to beat the song. Children are eager and motivated to engage in learning.

Leaders have very secure procedures in place for monitoring punctuality and attendance. When children do not arrive at nursery, they follow this up as appropriate by sending text messages, making telephone calls or visiting the child at home. Leaders have a secure understanding of the impact of attendance on attainment and how it links to safeguarding.

Children's welfare and wellbeing: Expected standard

Children benefit from well-embedded key-person routines and a clear focus on emotional wellbeing. They form strong bonds with staff and seek them out for cuddles and reassurance. Children trust staff and are supported to talk to them confidently about their feelings and emotions.

Staff teach children about the importance of good hygiene and care routines, such as handwashing. They talk to children about healthy foods and the impact that exercise has on the body. Leaders support children and their families to understand the importance of a healthy diet. They provide parents with healthy lunch box information and healthy food training sessions from the local authority. This helps to promote children's overall good health.

Children have access to the outdoors every day and benefit from lots of opportunities to exercise. For children who prefer to learn indoors, staff model dancing and large action songs to help them strengthen their large muscles and coordination skills.

Leadership and governance: Expected standard

Leaders have a secure understanding of the context of the pre-school and how this informs their areas for improvement. They take swift and effective action when areas for development are identified and work in close partnership with the local authority. Leaders have worked hard to enhance their outdoor provision since the last inspection. Leaders have good relationships with outside agencies, particularly those who support children with special educational needs and/or disabilities (SEND). They work effectively to ensure that children with SEND receive what they need from agencies and that advice and action plans are accurate, up to date and implemented.

Leaders place a high priority on staff wellbeing, and the long-standing team work very well together. Leaders check in with staff every day to ensure they are happy and able to fulfil their roles. Recent changes to supervision procedures have been made to ensure that the wellbeing of leaders is monitored by senior leaders. This ensures everyone feels supported. Staff receive regular supervision meetings and access training to support them to understand children's different needs. However, leaders do not consistently offer accurate feedback specific to staff's individual performance needs. This does not help staff to strengthen their skills and knowledge further.