St Paulinus Pre School

Inclusion: Expected standard

Leaders quickly identify and strive to meet children's diverse needs from when they first start. They work with outside agencies, specialists and parents and carers to support children, including those with special educational needs and/or disabilities (SEND). Staff work together to remove any barriers to children's learning, particularly for the most disadvantaged. Leaders take action to implement support strategies that have a positive impact on children's care and learning, including for those previously known to children's social care. In general, staff adjust teaching and adapt the environment to include children in all routines and learning experiences. They have high expectations for children's development and work together to meet children's individual needs.

Leaders provide staff with appropriate training and development to help them assess children's progress and to plan for their needs. They review the effectiveness of inclusive practices and the impact these have on children, including those who face barriers to learning.

Leaders use additional funding well to provide resources and learning experiences that provide disadvantaged children with the same chances to thrive as their peers. For example, they understand that some children with SEND initially cope better with one-to-one support, while others are ready to take part in group activities.

Curriculum and teaching: Expected standard

Leaders monitor the curriculum well overall and understand what they want children to learn by the time they leave the pre-school. Staff implement the curriculum in simple steps that help children to learn progressively, but at their own pace. This is particularly successful for children with special educational needs and/or disabilities (SEND). Staff provide ongoing support that allows these children to explore and learn by following their interests. Occasionally, staff do not take all opportunities, mainly when noise levels rise, to adapt teaching to help children concentrate more consistently.

Staff typically encourage children's communication and language skills well. They ask interesting questions that encourage children to respond in full sentences. They provide an environment rich in language, where children, including those with SEND, easily communicate their ideas and needs.

Staff help children to develop skills in all areas of learning. For example, they encourage children to explore mathematical concepts through counting, completing puzzles and using mathematical language to describe different quantities. Staff support children's personal, social and emotional skills well. They form close attachments with children, encourage their participation and are sensitive to their emotional needs. Staff plan and provide activities that encourage children to be physically active. For instance, they encourage children to take part in activities to practise their balance and coordination. Staff assess all children's progress from their unique starting points to identify and close any gaps in their learning.

Achievement: Expected standard

Children make typical progress from their individual starting points. All children learn new skills through play experiences that cover all areas of learning. Children facing barriers to their learning develop increasing confidence in their communication and language abilities. For example, children with special educational needs and/or disabilities (SEND) learn to speak in progressively longer sentences. Children also use language to persuade others to join in with their play. For example, they call their friends over to help paint their pretend house. During group discussions, children confidently talk about the emergency evacuation procedure and how to stay safe in different situations.

Children, including the most disadvantaged and those with SEND, learn new skills in small and achievable steps. Children confidently communicate their feelings and ideas to others, as part of developing their personal, social and emotional abilities. Sometimes, the environment becomes noisy, and children are less able to focus and concentrate on their learning than at other times. However, all children receive the support they need to progress towards the next stages in their learning and school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff gently remind children of their expectations for positive behaviour. They offer close support and supervision where needed to help children regulate their behaviour and to learn how their behaviour may affect others. Generally, they adjust the play environment to maintain expectations and to accommodate children's individual needs and circumstances. All children follow simple instructions and guidance with ease, including those who face barriers to their learning. For example, some children show confidence in following visual prompts that enable them to make choices, follow routines and understand what will happen next.

Staff work typically well together to help all children learn about behaving in safe and respectful ways. Children arrive eager to start their day and play safely and cooperatively together. Staff are quick to praise children for their achievements, such as when less-confident children begin to join in with group activities.

Leaders strive to work well with parents and carers to encourage children's regular attendance. Staff know children and their families well and form close relationships with them. Children show trust and reassurance in their presence and play amicably with others. The key-person system is successful in terms of helping children to develop a sound sense of belonging.

Children's welfare and wellbeing: Expected standard

Leaders and staff implement policies and procedures for meeting all children's needs generally well. For example, the snacks they provide are healthy, balanced and nutritious. Staff sit with children while they eat to keep them safe. However, leaders recognise that they do not take all opportunities to teach children about healthy eating to further encourage their understanding of good health.

Staff form close relationships with all children to encourage their sense of belonging and wellbeing. They are responsive to children's unique needs. Staff help children newer to the setting, or those going through change, to feel emotionally secure and content. The impact of this practice is clear as children seek out their key person for support or to share their feelings throughout the day.

Staff encourage children to develop independence with routines, such as washing their hands before eating and putting on their coats for outdoor play. They teach children how to keep safe in different situations. For example, children are knowledgeable about why they are not allowed into the kitchen. During discussions, they make comments such as, 'We need to look to see if any cars are coming,' to demonstrate their understanding of road safety.

Staff typically provide children with opportunities for outdoor play to develop their physical skills and sense of wellbeing. Children learn to balance, climb and negotiate space safely as they move in different ways.

Leadership and governance: Expected standard

Leaders and those responsible for governance work generally well together to monitor the quality of provision. They take action to improve practice and reflect on the impact of this to keep children safe and well cared for. Leaders work alongside staff to act on any concerns about children's development and to provide support for children and their families. Leaders and staff take time to form trusting relationships with parents and carers and keep them informed about their children's progress. They sensitively encourage parents to provide healthy food choices in children's packed lunches. The impact of this work is not yet consistent in terms of encouraging children's awareness of healthy eating.

In general, leaders adapt the environment in ways that help all children to learn and develop. They are ambitious for all children, including children with special educational needs and/or disabilities and those previously known to children's social care. Leaders work with staff, families and outside professionals to identify children's individual needs and help them to overcome any barriers in their learning.

Leaders follow recruitment and vetting procedures to ensure that adults working with children are suitable. They check the ongoing suitability of staff through regular supervision sessions, support and training. Opportunities for staff to engage in professional development create positive outcomes for all children. Leaders support staff and help them manage their workloads. This results in a team that feels supported and works typically well together.