St. Martin's Nursery School Pre-Prep and Wrap Around Care

Inclusion: Expected standard

Leaders identify children's needs promptly, including those with special educational needs and/or disabilities, or those who may face barriers to their learning or well-being. They collaborate with parents to assess the children's needs. They work appropriately with external professionals to secure support and interventions for children as needed. Staff understand children's individual needs and typically adapt routines and activities so children can participate meaningfully. Children benefit from experiences that promote their engagement and confidence, such as interacting with baby rabbits, caring for chicks and exploring sensory play. Relationships with parents are positive and respectful. Parents feel included in discussions about their child's development and appreciate the guidance and support they receive. Leaders carefully consider the use of additional funding they receive, to best support children based on their individual needs.

Although many staff understand children's needs well, targeted strategies designed to help individual children meet their learning goals are not always implemented consistently across the team. As a result, some children do not receive the precise, timely support required to make the best possible progress. Overall, children's needs are recognised early. Children's needs are met well and barriers to participation, learning and well-being are typically reduced.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum informed by children's interests. The curriculum is designed to specify what children will learn across all seven areas of learning, with a strong focus on communication and language. Staff generally understand what children should learn next. They provide activities that build appropriately on children's emerging knowledge. They share stories, rhymes and songs, supporting children to enjoy books and language-rich experiences. These opportunities encourage early communication. Mathematical learning is taught through purposeful play and routines. Children benefit from experiences, such as attaching numbers to hooks and naming them. Children explore the outdoors and collect leaves of different sizes. This helps children to develop early mathematical vocabulary and understanding of the world. There is a clear commitment to improving outcomes and leaders recognise where improvement is needed for consistent high-quality practice across the setting.

Some staff engage children well, they model activities and respond to children's questions. For example, adults talk to children about what they can find in the sand, and offer plenty of positive praise when children express their ideas. When staff interact purposefully, children develop their language well. However, at times some children receive fewer high-quality interactions, which limits opportunities to build on what they know. Not all staff consistently understand the intended learning behind planned activities, which limits how effectively they adapt interactions to deepen children's thinking in the moment. Despite these inconsistencies, children access a broad, engaging curriculum that supports their developing skills and prepares them appropriately for future learning.

Achievement: Expected standard

Children make suitable progress from their starting points. They develop age-appropriate knowledge, skills and understanding across all areas of learning. Staff focus on developing communication and language skills through talk as children play. For example, children use magnetic construction to make 'spiders' and 'snakes', and talk about their creations with the staff. Children build the foundations needed for later learning. They develop physical skills with opportunities to develop both small and large muscles. They go outdoors and run and climb in the large garden area. Staff identify when children need additional support and work with parents and professionals to help them achieve developmental goals. Children achieve appropriately across the setting and build the knowledge and skills needed for their next stage of education.

Children with special educational needs and/or disabilities make appropriate progress because staff understand their needs and work with parents and external agencies. However, because targeted strategies are not always implemented consistently, some children do not receive the precise support needed to secure deeper, sustained learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and practitioners set clear, consistent expectations for children's behaviour and routines. These expectations are well understood by staff, children and parents. Children behave well and respond positively to guidance from staff. Children help to tidy resources and take responsibility for simple tasks. Children choose to both play alone and with their friends. Children demonstrate positive attitudes to learning, engage well with activities and play cooperatively with others. When working with children, staff support them to focus on activities they are engaged in, such as persisting with challenges.

Staff manage children sensitively when disagreements occur. They support children in managing their feelings and behaviour. This helps children to understand how to get along well with others. Children are supported to communicate with and show sensitivity to the needs of children with special educational needs and/or disabilities. This helps children to understand the importance of treating others with kindness and respect. Children benefit from nurturing relationships with their key persons, which promote their emotional security and willingness to engage. They often approach staff for reassurance and comfort.

Leaders promote the importance of regular attendance and work with families to develop good habits for children's learning.

Children's welfare and wellbeing: Expected standard

Children's welfare and well-being are promoted effectively. Leaders create a safe and hygienic space, where children typically enjoy play, learning and social activities. Staff follow medical, dietary and safe sleeping procedures appropriately. Leaders work with an external caterer to ensure that all dietary requirements and allergies are considered. Healthy food is provided daily. This includes a variety of fruits for snack time. Children sit together with a member of staff and enjoy the social experience. Children develop confidence in managing personal routines, including brushing their teeth, washing their hands and clearing their plates after eating. However, younger children are not consistently encouraged to take part in all routines. Children build positive attachments to their key persons. Children seek out adults if they become upset. Staff support children to manage their emotions and reassure them with comfort and kind words.

Children have daily access to outdoor play, where they develop physical skills and explore natural and sensory materials. Staff support children in taking appropriate risks and help them understand how to keep themselves safe. For example, babies are encouraged to develop physical skills, such as practising to climb the stairs.

Children are well represented and are supported to learn about all cultures through play. They learn about the colours of Diwali, and the festival of Eid. These opportunities broaden children's understanding of the world and support their sense of belonging.

Leadership and governance: Expected standard

Leaders are ambitious for children and extremely passionate to maintain and improve standards. They have a clear vision for high-quality early education and care. Leaders understand the setting's strengths and areas for development. Staff well-being and workload are considered, ensuring that expectations are manageable and that staff feel valued.

Supervision arrangements provide staff with regular opportunities to discuss children's progress, reflect on practice and consider professional development opportunities. Leaders support staff through regular access to a wide range of external and internal training. Although leaders monitor practice and children's experiences, this has not yet led to strong teaching across all rooms. Systems to evaluate the impact of additional support are developing but are not yet fully embedded to demonstrate a clear impact on outcomes.

Communication with parents is effective. Parents appreciate the information they receive about their children's progress and experiences. Parents speak positively about the communication they receive and value the care shown to their children. Leaders are knowledgeable about special educational needs and/or disabilities, and how to seek swift and relevant support. They work appropriately with external agencies to support children's identified needs. Resources are managed effectively to meet children's needs and interests, including children in receipt of funding or additional support.