St Marys Pre-School

Inclusion: Expected standard

Leaders have created an inclusive culture where children's individual needs are met. This is underpinned by early identification and partnership working, which are fundamental to the progress children make. Leaders have ensured that they fully understand their roles and responsibilities in supporting children with special educational needs and/or disabilities or those who face barriers to their learning. Staff know their key children well and use ongoing observations to recognise and respond to their needs. For example, they provide additional tools, such as visual routines and resources, which enable children to share their worries safely.

Effective partnership working means that support is accessible for those who need it. Leaders and staff work with professionals, such as specialist teachers and speech and language therapists, to make sure children receive support that helps them to close gaps in learning. Staff attend training that further supports their teaching, such as how the brain develops and learning pathways form.

Leaders and staff have high expectations for children. They are acutely aware of the starting points for all children and the progress they have made. Ongoing reviews are held with parents about the progress children make and any newly identified next steps. Additional funding is used to support children with experiences that develop and extend their learning opportunities and the progress they make.

Curriculum and teaching: Expected standard

Leaders have made changes since the last inspection to support how staff plan for children's needs. They provide a broad range of experiences that promote children's learning across the 7 areas of learning. Staff use purposeful interactions, such as describing the texture of materials and encouraging children to explore how certain sensory materials react and can be handled. Staff weave mathematical language throughout play. Children enjoy counting legs on spiders they make from dough.

Children adore looking at books. They listen to stories with great joy, showing familiarity with favourite stories. Staff use vocabulary consistently well during interactions with children. They narrate as children make dinner in the home corner and share new and interesting vocabulary at the dough table, such as 'big' and 'small', and encourage children to express their creative ideas. Children access a range of physical opportunities. Staff provide a wide range of physical development opportunities, including riding wheeled toys, climbing and sliding. Staff support children to take turns and develop patience. Children wait patiently for their turn on the bikes and engage positively with their friends during group activities. During group times, children listen well and show their developing attention. However, arrangements for children who face communication barriers during large-group times are not yet organised effectively to make sure all children remain engaged throughout. This means that sometimes these children miss some of the learning taking place.

Achievement: Expected standard

Children make positive progress overall and are ready for the next stage in their education. Outside, children show their physical skills as they ride, climb and balance, showing increasing agility and coordination. Children use rich vocabulary during imaginative play with friends. Children repeat familiar phrases from much-loved stories. They confidently engage in rhyming games, showing their early awareness of letter sounds and patterns.

Children learn mathematical concepts and learn to quickly recognise small numbers of objects without counting them. They correctly match dominoes by colour and the number of spots. Children confidently count their friends at group time. Children with special educational needs and/or disabilities and those with barriers to their learning make steady progress from their starting points. For example, those with communication delays develop the confidence and ability to sing favourite songs with their friends in small groups. However, in larger groups, children find this more challenging and find it difficult to remain engaged for the duration. Children show their confidence in a range of tasks, including managing their personal care needs, such as hygiene routines and peeling fruits. As a result, children are well prepared for the next stage in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Staff set clear and consistent expectations for behaviour. As a result, children behave incredibly well. They show kindness and respect for one another and cooperate in daily tasks, such as tidying up and preparing to go outside. Routines are embedded and securely understood by children. Staff model calm and positive interactions. They support children to understand their emotions. Staff use techniques such as naming emotions and using resources that allow children to manage emotions, such as anger. They use children's lived experiences, such as visits to the doctors, as a learning opportunity in the role-play area. This helps children explore a range of experiences and resolve any fears they may have.

Children demonstrate highly positive attitudes to learning. They concentrate deeply during creative activities where they create detailed and mature drawings. During key-group time, staff work closely with their key children. They recognise where children need additional support or structure for learning and respond promptly. Leaders are tenacious about attendance. They ensure that parents understand the importance of education and the impact of missed learning.

Children spend time in their key groups, which provides an opportunity for them to focus on small tasks. As a result, children become deeply engaged in learning and concentrate on tasks until they are finished. Children show their blossoming friendships as they play together harmoniously. Staff praise children and ensure they feel positive about themselves. Secure attachments are evident, with children feeling safe and secure and ready to learn.

Children's welfare and wellbeing: Strong standard

Leaders ensure the highest wellbeing and welfare for children. Staff build warm and secure relationships with children that offer comfort, reassurance and abundant praise. Children are supported to manage and understand their emotions very well. This helps them to feel safe and express themselves confidently. The environment promotes absolute joy. Routines are well established, and children feel secure. They wipe their noses and wash hands without prompting.

Children learn about healthy choices. During snack times, children talk confidently about which foods are nutritious and support good health and which ones are okay as a treat. Visiting professionals help children to understand the importance of oral hygiene and regular toothbrushing. The setting has an oral health champion who works with parents to promote early habits from a young age. Children show excellent table manners as they remember to say 'please' and 'thank you' without prompting.

Outdoor learning is enjoyed greatly by children as they thoroughly look forward to garden time. They explore the spacious garden with evident energy and enjoyment. Staff are so proud of children when they show growing confidence in singing as they develop language. Children beam with pride as staff celebrate their achievements.

Leadership and governance: Expected standard

Leaders have a clear vision for high-quality care and education. They generally understand the setting's strengths and areas for development. Leaders use their oversight to take action to improve practice. For example, since the last inspection, they have worked closely with the local authority to make positive changes to provision, including the curriculum. Staff attend training that supports their understanding of how children learn and how to deliver high-quality teaching.

Leaders hold regular supervision meetings with staff to discuss their teaching and any training needs. However, sometimes, observations of staff practice do not focus sharply enough on the impact of teaching for all groups of children, including those with special educational needs and/or disabilities or those with barriers to their learning. This means that ongoing improvements are not always refined enough to secure consistently strong teaching for all children.

Leaders work closely with families and encourage cultural contributions, such as family traditions and dress. Families contribute to children's learning through shared experiences, such as going to the doctor or having a new baby. Leaders work with parents on shared goals, such as health and nutrition and regular attendance at the setting. They work hard to tackle issues with punctuality through supportive and respectful conversations with parents.