St. Paul's Pre-school (Basildon) Ltd

Inclusion: Expected standard

Leaders and staff have successfully created an environment where all children are valued and respected. Staff swiftly identify children's individual needs, particularly those who speak English as an additional language and those with special educational needs and/or disabilities. They act quickly to remove anything that stands in the way of a child's learning and wellbeing. For example, leaders prioritise building relationships with families. They get to know children and learn about their family lives directly from them. They use this understanding to create a plan that supports each child's unique needs and development. Leaders begin by helping families to meet their children's basic physical and safety needs, giving every child a strong foundation for emotional and cognitive growth. As a result, children with a wide range of needs feel confident, included and ready to learn. Leaders use additional funding effectively. They provide targeted learning equipment and specialist training for staff. This enhances children's engagement and promotes successful outcomes. For example, staff are trained to support the speech, language and communication needs of children in the setting. They plan and deliver this support to each child in a way that is unique to them, through one-to-one or small-group activities and through their day-to-day interactions with all children.

Curriculum and teaching: Expected standard

The skilled and dedicated staff make learning fun for children at this setting. Leaders have created an ambitious and progressive curriculum that builds on what children already know and can do. They promote the all-round development of every child. The curriculum is carefully designed to support each child's individual needs, with a strong focus on communication and language. Children experience rich and engaging activities that help them to develop their language skills. Staff plan meaningful opportunities for children's learning, using storytelling, imaginative play and songs and modelling language to build their vocabulary. For example, staff bring stories to life through expressive reading that sparks children's curiosity and encourages them to join in, talk about the characters and share their ideas.

Staff regularly assess what children have learned and can demonstrate. This helps them to identify gaps in children's learning and planning next steps for each child to close any gaps. Staff consistently adapt children's learning according to their needs. For example, they teach and support children, then slowly release the support as children become confident. Staff extend children's learning appropriately in their play. For example, children work together with staff to build using various magnetic shapes. Staff model how to read the instructions, set children tasks to find various amounts of shapes, and they come together to build. Through this exciting hunt, children develop an understanding of shape and space, count for a purpose and learn to work together.

Children benefit from daily access to a secure and well-equipped outdoor area where they develop their aiming and throwing skills while playing football and shooting a basketball into a net. In the mud kitchen, children pour, mix and manipulate tools, which supports their fine motor skills. They also ride scooters and use ride-on toys to promote their balance, coordination, strength and spatial awareness. Children choose their activities, manage transitions and make decisions about how they want to play. This helps them to build confidence and resilience as they learn to assess and take manageable risks.

Achievement: Expected standard

Children who speak English as an additional language quickly develop their vocabulary and confidently use English during activities. For instance, while playing with the doll's house, they use different voices for characters, create storylines and share these narratives with their friends and adults.

Children also form friendships, share resources and express their feelings appropriately. They regularly invite others to join their play, take turns with toys and offer help or comfort to friends who are new or upset, showing empathy and building positive relationships within the group.

Behaviour, attitudes and establishing routines: Expected standard

Staff build warm and trusting relationships with children. They take time to know each child and their family and give extra support when needed, such as when children are new or families are having a hard time. Staff greet children warmly so they feel safe and welcome. These positive relationships help children to feel confident and ready to learn.

There are consistently clear and high expectations of children's behaviour in the setting. Leaders have created an environment that positively supports children's learning, development and care. Staff model respect and teach social skills, which helps children to form strong friendships and become emotionally secure.

Children behave well. Staff use effective strategies that help even the youngest children to understand and manage their emotions. They plan daily routines and purposeful activities to encourage children to make choices, solve problems and manage tasks. For example, while playing in the sand, children remind their friends to share and offer to find alternative sand toys for those who find sharing more difficult. As a result, children develop resilience, stay focused and show positive attitudes to learning across the setting. Staff rarely need to step in to manage children's behaviour.

Leaders encourage families to make sure that children arrive on time and attend regularly. They work closely with families and contact parents quickly if a child is absent. Leaders also check in daily to offer support when needed. This helps families to feel supported and shows that regular attendance is important for children's development and wellbeing.

Children's welfare and wellbeing: Expected standard

Leaders place great emphasis on children's welfare at this setting. They focus on creating a safe and secure environment for children where they can thrive in their learning. Nurturing staff develop positive relationships with families when children join. They work with parents and carers to find out about their children's needs. Ongoing two-way communication ensures that families feel respected, involved and empowered to support their children's development at home. Staff build strong attachments with children, helping them to settle and engage confidently in learning. These strong and trusting relationships promote a deep sense of safety and belonging for children.

Children are supported to understand and manage their feelings. Staff use daily routines, role modelling and gentle guidance to help children talk about how they feel and get along with others. For example, during play, children are encouraged to share toys and help friends who find sharing hard. Staff praise children when they comfort upset friends and help them when separating from parents. Staff also work closely with families to support children who find separation difficult, adjusting support until children feel safe and confident.

Daily routines are adjusted to suit each child. When children start, staff talk with parents about routines and preferences, such as dietary needs, allergies or toilet training. Staff make sure children are toilet trained before moving on to school and celebrate their progress.

Children are supported to learn about their bodies, safety, health and wellbeing. Staff talk about healthy food at snack time and encourage children to try new foods. They also support handwashing and help children with self-care. However, older children are not given enough chances to do self-care tasks on their own, such as serving snacks, pouring water, hanging up coats or wiping their noses. This impacts their development of independence skills, which they will need when they move on to school.

Leadership and governance: Expected standard

Leaders act in children's best interests and focus on improving practice, especially for children with communication and language needs. They use resources well, including extra funding, to help children who need more support. For example, leaders have provided specialist training to support children's language development. This has had a positive impact, and children confidently tell stories, join in at story time and talk about their learning.

Leaders also value staff's wellbeing and manage their workload carefully. They talk with staff before making changes, so decisions are shared and clear. Staff receive regular support through supervision and daily conversations. As a result, staff feel valued, supported and motivated. This strong team approach helps staff to provide high-quality care and education for all children.