St John's Sunshine Pre School

Inclusion: Expected standard

Those with lead responsibility for inclusion understand their roles and responsibilities. They help provide ongoing support and guidance to other staff when they identify any gaps in children's progress. Those responsible have a secure understanding of various referral processes. As a result, children receive timely referrals to seek specialist support, and staff understand the importance of working closely with external professionals. Children who face barriers to their learning receive tailored next steps and one-page profiles. This supports staff to prioritise areas of learning they need most and understand how to personalise the support each child needs. This helps children make the individual progress they are capable of. Leaders ensure any additional funding they claim is used effectively. They spend funds appropriately to make a difference to children, monitoring the impact to ensure it is having a positive outcome. All staff create an inclusive environment where they identify and support children's individual needs, adapting practice as needed. This supports all children to develop a positive sense of self belonging and grow in confidence at the pre-school. Leaders recognise those with lead responsibility would benefit from ongoing training to further enhance their knowledge and have clear plans in place to support their ongoing growth in their inclusion roles.

Curriculum and teaching: Expected standard

Overall, leaders demonstrate an accurate view of their curriculum and the quality of their teaching. They recognise they are on a journey to embed teaching practice and delivery of the curriculum since the new leadership team were appointed this year. There is a focus on children's communication and language skills. Staff recognise each child's developmental stage is unique and as such, adapt their interactions. Younger children and those who are being supported to strengthen their verbal communication hear clearly spoken, repetitive language. Older children develop their conversational skills, sharing their ideas and experiences. Children have opportunities to learn new words and their meanings, such as 'squeeze' and 'hatching'. Staff support children with pictorial aids to ensure every child can communicate their needs and wants successfully. This helps all children to become confident communicators.

Generally, children benefit from high quality interactions and teaching. Staff talk confidently about why they have planned activities. They understand the areas of learning these promote and how activities support individual children to make progress. However, not all staff consistently recognise how to extend children's learning in the moment. For instance, not all staff pick up on children's immediate curiosities in their play or during discussions. As a result, staff do not always fully promote the extension of children's learning through consistently high-quality interactions and teaching.

Achievement: Expected standard

Children, including those who face barriers to their learning, receive effective support which enables them to make steady progress from their starting points. Children are supported to develop a secure sense of belonging. They benefit from well-organised and familiar routines which support children's understanding of what is happening next and their emotional wellbeing. Children are excited to attend the pre-school and show enthusiasm to join in their own and adult-initiated learning experiences through play. Typically, children are supported to gain skills and knowledge across all areas of learning. However, at times, there is some variation in the quality of teaching that children receive. During these times, children are not fully supported to expand their knowledge and build on their existing skillset. Despite this, all children grow in confidence and ability. As a result, children are generally well prepared for their next stage of learning and ultimately their transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high but appropriate expectations for children's behaviour. Leaders recognise and promote the importance of children's attendance to ensure their bonds with staff and familiarisation of the daily routines remains secure. This positively impacts children's emotional wellbeing and helps them establish robust routines. Staff are positive role models and recognise the importance of children being able to understand what is expected of them. For example, during morning group time, children revisit their golden rules. Children confidently recall the rules, such as having kind hands. Staff check children understand what this means. Children take turns, explaining kind hands means they are gentle, not taking toys from one another, and no pushing. These opportunities ensure children receive clear messages of behavioural expectations, as well as supports their understanding of their own and other's feelings.

All staff are aware of children who may need additional help to understand their growing emotions. The effective key person system in place enables these children to receive consistent support from their familiar person. This successfully supports children should they become overwhelmed. As such, they are able to manage their own emotions as they receive tailored support which quickly restores their feelings of calm. Any minor conflicts between children are generally swiftly resolved with support from staff. Typically, children play alongside and with each other well, particularly through enjoyment of their own imaginative play.

Children's welfare and wellbeing: Expected standard

All staff prioritise children feeling safe, secure and included. As such, they work hard to build warm, trusting relationships with all children promoting their wellbeing and sense of belonging. The key person arrangements are well thought out and effective, as children develop secure attachments. The daily routines of the pre-school are also well considered and flexible to support children's individual needs. Children demonstrate confidence and a genuine enjoyment to attend.

Staff make sure children are safe and ensure their health is positively promoted. They teach children about safe screen time and oral health, supporting parents as needed. Children benefit from ample opportunities to be physically active. Staff promote positive hygiene routines which are embedded. For example, ensuring children wash their hands after using the toilet or before mealtimes. This supports children to develop healthy habits. However, staff do not always teach children about why it is important to do these things. As such, children's understanding of how to keep themselves healthy is not promoted as fully as it could be.

Children generally have opportunities to develop their independence skills. They skilfully use small tongs to serve a variety of fresh fruit at snack time and carefully pour their own drinks. However, leaders have not fully considered how these skills can be extended, particularly for the older children. For example, children cannot reach to hang up their own belongings. As such, they rely on staff handing out their coats and jumpers as they prepare to go outside. When coming in from the garden, children discard their coats on the floor, which staff hang up. These arrangements do not fully support children to do things they are capable of for themselves.

Leadership and governance: Expected standard

The leadership team were newly formed weeks prior to their last inspection. Since then, leaders, alongside the committee, have worked hard to address safeguarding weaknesses that were previously identified. There are clear and robust safeguarding policies and procedures in place to safeguard children. Leaders have taken action to ensure they and staff know what to do in the event of an allegation. This helps to keep children safe. The committee show an increased level of oversight and support, understanding their role to maintain the smooth running of the pre-school. Together, they have worked tirelessly to make improvements and demonstrate clear plans for the future to continually promote the best outcomes for children. In addition, leaders have strengthened the arrangements in place for the supervision of staff, promoting professional development that will support staff to continually improve their own personal effectiveness.

Staff report leaders are approachable, supportive, and share they have a genuine regard for their wellbeing and workload. Leader's mentor and guide staff who are working to gain early years qualifications, which in turn positively impacts children as staff are supported to upskill. Parental partnership is well considered, effective and valued by the families who attend.