St Mary's Preschool Oldswinford

Inclusion: Expected standard

Leaders generally identify and respond appropriately to children's individual needs. They work closely with parents, carers and external professionals to assess children's needs, reduce barriers to learning and review the support children receive. Leaders monitor children's development and implement a range of targeted interventions. Children with special educational needs and/or disabilities (SEND) typically benefit from personalised support that helps them participate in daily routines and learning experiences alongside their peers. Leaders seek advice from specialists, including speech and language professionals, and generally implement recommendations appropriately. They provide additional adult support when required. Leaders adapt staffing arrangements to help children engage successfully in the life of the setting.

Staff receive relevant training to develop their knowledge and understanding of supporting children who face barriers to their learning and wellbeing. Leaders generally maintain high expectations for what children can achieve.

Leaders have a secure understanding of the needs of children who receive additional funding. They use funding purposefully to purchase additional resources and access specialist activities that support children's engagement, communication and participation. Leaders enable children with SEND to access the same opportunities as their peers.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that reflects the needs of the children who attend. They place a particular emphasis on communication and language, early literacy and mathematics. Staff plan specific learning experiences to help children develop their listening skills, awareness of rhyme and recognition of sounds within words. They also ensure children gain knowledge and understanding across all areas of learning. Children typically benefit from planned experiences that support their understanding of the world. For example, children learn about seasonal changes, explore the local environment and develop an understanding of life cycles through a range of experiences and discussions.

Leaders have recently focused on reviewing and enhancing the learning environment. They have designed the environment and daily routines to support progression for children aged 2 to 4 years. Children access experiences that reflect differing stages of development and help them build skills over time. For example, leaders organise group activities so that children participate in experiences that are appropriate to their age and stage of development. This includes their ability to listen, concentrate and engage with others. During the summer term, leaders place an increased emphasis on helping older children to develop the knowledge, confidence and independence needed for school.

Leaders and staff do not use assessment information as precisely as possible to inform teaching, including for children who face barriers to learning. For example, some planning for children is generalised and requires more detail and clarity. As a result, staff do not consistently adapt learning experiences in a specific response to children's interests, understanding and stage of development. There are times when staff do not make full use of opportunities that arise during children's play to maximise learning potential. Consequently, some children do not consistently benefit from learning experiences that build as precisely as possible on what they already know and can do.

Achievement: Expected standard

Children generally make progress from their starting points across the areas of learning and development. They develop increasing confidence in communicating their ideas, participating in discussions and expressing their needs. Children identify rhyming words, recognise sounds within words and develop listening skills that support future learning. They use their imaginations effectively during their play, creating storylines and extending their ideas. For example, children pretend to prepare meals for their friends in the role-play area and develop narratives as they act out familiar experiences. Children also develop early mathematical knowledge and skills through planned teaching and everyday experiences. For example, children learn to count accurately, compare quantities, recognise numbers and use mathematical language during their play and daily routines.

Children with special educational needs and/or disabilities generally make progress from their individual starting points. Some children who initially find communication, social interaction or transitions difficult increasingly participate in group activities and routines alongside their peers. Others develop greater confidence in communicating with adults and children and become increasingly independent.

Older children develop the knowledge, skills and confidence needed for their next stage of learning. They demonstrate growing independence, resilience and communication skills that help prepare them for school. However, some learning experiences do not build as precisely as possible on children's existing learning to extend their knowledge and skills further.

Behaviour, attitudes and establishing routines: Expected standard

Leaders typically establish clear expectations and routines that help children to feel secure and understand what is expected of them. Children confidently follow familiar routines throughout the day. For example, at the start of each session, younger children independently access their designated learning area, while older children move to their own space. This helps the day to begin calmly and purposefully. Children generally behave positively and develop warm relationships with staff and their peers. Older children naturally model positive behaviour and routines for younger children. This helps them to settle into the life of the setting.

Children typically demonstrate positive attitudes towards learning. They engage in activities with interest, listen during group times and show increasing confidence in sharing their ideas and contributing to discussions. Snack and mealtimes are social occasions where conversation flows naturally between children and staff. This helps children to develop their communication skills and relationships with others.

Leaders promote an inclusive approach to behaviour, attitudes and routines. Children with special educational needs and/or disabilities receive support that helps them to participate successfully in group activities and daily routines alongside their peers. Leaders generally monitor children's attendance appropriately. They work with families when concerns arise. This helps children to benefit from regular attendance, consistent routines and ongoing learning experiences.

Children's welfare and wellbeing: Expected standard

Leaders typically place a clear emphasis on supporting children's welfare and wellbeing. Children benefit from warm and nurturing relationships with staff. This helps them to feel safe, secure and valued. Staff know children and their families well. They work closely with parents and carers to understand children's individual needs and provide appropriate care and support.

Children generally develop confidence and emotional security as they move through the setting. Children, including those with special educational needs and/or disabilities, receive support that reflects their emotional wellbeing needs. For example, some children benefit from additional support during periods of transition and separation from their parents, helping them settle successfully and participate fully in the life of the setting. Staff teach children breathing techniques to help them to regulate their emotions. They work closely with families to ensure children feel secure and develop increasing confidence and independence.

Staff follow safe food preparation procedures. They understand and manage children's dietary needs appropriately. Staff supervise children during mealtimes and snack times to help minimise risks and promote safe eating practices. Leaders also promote children's understanding of healthy and safe choices. They work in partnership with parents to encourage healthy lunch boxes and support children's understanding of healthy lifestyles. Children demonstrate an awareness of their own allergies. They confidently talk about the foods they can and cannot eat. This helps children to develop an understanding of how to keep themselves safe and make informed choices about their wellbeing.

Leadership and governance: Expected standard

Leaders have generally maintained a clear focus on improvement and development. They have reviewed key aspects of provision, including the curriculum, learning environment and support for children who face barriers to their learning and wellbeing. Leaders have focused on enhancing the learning environment to better meet the needs of children at different stages of development. They generally have an accurate understanding of the setting's strengths and areas for further development.

Leaders place an importance on developing staff knowledge and expertise. Staff receive training and guidance to support their professional development, particularly in relation to inclusion and children's communication and language development. Leaders have introduced specialist teaching support to strengthen children's early literacy and pre-writing skills. They also focus on supporting staff with their confidence in practice and their understanding of children's learning and development.

Leaders work closely with parents and carers. They value their contributions to children's learning and development. Leaders share information regularly and work collaboratively with families to support children's individual needs and wellbeing.

While leaders use monitoring activities and supervision sessions to review the quality of provision and identify priorities for improvement, these processes are not always focused precisely enough on the quality and impact of practice. As a result, leaders do not consistently identify the specific support and professional development needed to strengthen practice further and enhance children's experiences.