Spring Pre School

Inclusion: Strong standard

Leaders and staff have an exceptional knowledge of children. Inclusive practice is firmly embedded throughout the setting, with leaders and staff working proactively to reduce barriers to learning. Key strategies include adapting activities, using visual prompts and a visual timetable to support understanding and communication, simplifying language, providing targeted support, and differentiating resources to ensure all children can participate and make progress. Staff provide targeted one-to-one support to children with special educational needs and/or disabilities (SEND) to ensure they can access learning fully and make progress alongside their peers. This support is carefully tailored to each child's individual needs, whether it is helping with communication, fine or gross motor skills, emotional regulation, or specific learning challenges.

Staff work in close partnership with other professionals, including specialists and therapists, to implement targeted strategies that meet the individual needs of children with SEND. They adapt activities and resources and monitor children's progress carefully. This ensures children receive the support they need to thrive and make meaningful progress.

Leaders sharply focus on ensuring that staff have the training and mentoring to provide targeted and systematic provision for children with SEND and other vulnerable learners. They have a secure understanding of the funding available and use this appropriately to further support children's development. For example, they have used funding to purchase resources to create a stimulating sensory room, supporting children's learning and engagement further.

Curriculum and teaching: Expected standard

The curriculum is carefully planned to build on what children already know and can do. This helps children to develop the knowledge and skills they need to succeed in the future. Staff respond effectively to children who experience barriers to learning by adapting their teaching to meet individual needs, enabling all children to make secure progress. Although staff plan and deliver whole-group activities, they do not use these sessions effectively to engage all children. As a result, some children miss out on meaningful interactions and opportunities to extend their learning.

Children make steady progress in their communication and language skills. Staff model language effectively, introduce new vocabulary and engage children in meaningful conversations. Children enjoy stories, songs and rhymes. They join in with repeated phrases and express their ideas confidently. Staff teach mathematics and early concepts well. They count steps as children climb and encourage counting during snack time, helping children to understand numbers in everyday routines. Children begin to recognise colours when staff name them in play.

Physical development is a clear priority. Children develop their fine motor skills effectively through thoughtfully planned activities. For example, they demonstrate increasing control and coordination as they thread pasta onto string. This supports children's hand-eye coordination and strengthens the small muscles in their fingers and hands. Outdoors, children build larger muscle groups and coordination as they lift tyres, hammer nails and engage in physical play. Staff promote children's personal, social and emotional development by supporting them as they work together, such as to build a pirate ship, moving planks and crates. They encourage teamwork, guide problem-solving and praise positive social interactions. This helps children to develop confidence and cooperation.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities (SEND) and those with gaps in their learning, make steady progress in their learning and development. Their communication and language skills develop rapidly. Children enjoy listening to stories and singing familiar songs, which typically supports the development of their attention and listening skills. Children with SEND learn Makaton signs to support their communication.

Children benefit from a rich outdoor curriculum that provides frequent opportunities for exploration and play. They enjoy using the mud kitchen, making potions, and experimenting with mixing coloured water. Children excitedly notice that blue and yellow make green. This supports their creativity, curiosity and early understanding of scientific and mathematical concepts. All children are encouraged to ask for help when needed and increase their self-help skills. For example, they put on their coats and shoes and use age-appropriate cutlery to feed themselves. Children use sand timers to support sharing and turn-taking, developing their understanding of fairness and patience. The visual countdown helps them manage their own behaviour and wait appropriately, leading to positive social interactions. As a result, children make progress in regulating their emotions and cooperation skills.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive and welcoming environment. Their expectations for behaviour are clearly communicated and commonly understood. Staff take into account children's age, stage of development and individual needs when helping them follow the setting's expectations. Children respond well to consistent guidance. They demonstrate confidence, respect and positive interactions with adults and their peers. Staff support children to explore and stay engaged in their learning. For example, they help them to carefully observe daffodils and create pictures with crayons, encouraging focus, creativity and pride in their work. Leaders and staff make tailored adjustments to support children with special educational needs and/or disabilities. They adapt activities, provide additional one-to-one or small-group support and work closely with specialists to ensure every child can access learning and make progress.

Staff form warm, caring and trusting relationships with children. They know children well, respond sensitively to their needs and provide consistent support. As a result, children feel safe, confident and happy to engage in activities and explore new experiences. Children are encouraged to share, take turns and work together. Staff guide them to get along and solve problems, helping them to build friendships. Leaders promote positive attendance by monitoring closely, celebrating regular attendance and supporting families to arrive on time.

Children's welfare and wellbeing: Expected standard

Nappy changing routines are carried out respectfully, with staff ensuring children's privacy and dignity at all times. Children feel safe and comfortable. Staff use these moments to build trusting relationships and support children's wellbeing.

Children learn to take appropriate risks in their play, for example when climbing, balancing or exploring the outdoor area. Staff teach children how to stay safe. For instance, they show them how to hold the handrail and go up the stairs carefully. Children develop an understanding of their health and wellbeing through daily routines and activities. Staff encourage healthy eating, regular handwashing, exercise and discussions about feelings. This helps children to learn to take care of themselves and stay active. Children who face barriers to learning receive effective support from staff. They ensure children are fully included and able to access the same experiences and opportunities as their peers.

Staff prioritise positive relationships and use strategies, such as programmes to help children to regulate their feelings, to support children's emotional literacy. Children confidently communicate their feelings. They use a quiet and calm space to help regulate and manage their feelings. Children generally move smoothly between activities and respond well to routines. Lunchtime routines are well established, and staff support children in learning about healthy eating. During group times, children show interest and participate positively. However, they sometimes experience long waits during transitions because routines are not fully established. This can disrupt children's engagement and reduce opportunities for their independent learning.

Leadership and governance: Expected standard

Since the previous inspection, leaders have taken swift action, working closely with the local authority to improve lunchtime routines. Staff now supervise children effectively and promote their safety, helping to create a secure and supportive environment.

Leaders support staff well and place high importance on their wellbeing and enjoyment in their roles. For example, they conduct regular supervision sessions and wellbeing check-ins. Leaders provide opportunities for staff to access additional training linked to their interests, and place high value on families. Staff comment that it is a close-knit team with low turnover. Together, they are ambitious for all children and have a clear vision for the setting. Leaders make decisions in the best interests of all children, working in partnership with other professionals, particularly to support those children who are disadvantaged or vulnerable. They support families in practical ways, such as providing access to food banks when needed.

Staff work closely with local schools to support children's smooth transition. Through shared information, visits and joint activities, children become familiar with new routines and are well prepared for the next stage of learning. Parents and carers are very positive about the setting. They comment that their children love attending. Parents particularly value the experiences children have in the exciting outdoor area, where they develop their excellent physical skills. Parents appreciate the daily discussions with staff and the regular progress meetings. Leaders, however, recognise the need to further refine their systems to provide consistent feedback to parents who are harder to reach, ensuring all families remain well informed and fully engaged in their children's learning.