St Peters Preschool

Inclusion: Expected standard

Leaders have high expectations for all children, including those with special educational needs and/or disabilities or who may face barriers to their learning. Leaders and staff create and typically implement strategies to support children who are identified to need additional support. For example, they create individualised plans to ensure next steps are simplified and achievable. As a result, children make progress from their starting points. Leaders have implemented the use of picture cards for children to understand routines. However, this is not fully embedded into practice and not used consistently by staff. This means that some children do not yet benefit fully from the visual support available to help them understand routines, develop independence and reduce anxiety during transitions. Staff regularly complete intensive interaction sessions with children who have a focus on communication development. They use repetition games and intently follow the child's direction, with an emphasis on labelling toys they show an interest in. As a result, they generally develop their language skills.

Children who speak English as an additional language are well supported. Staff know and learn children's home languages to ensure they can express their basic needs and wants. Parents are encouraged to provide word sheets detailing their home language for further support. As a result, children make steady progress in their communication. Leaders communicate well with external partners and parents. For example, leaders implement advice and strategies from speech and language therapists. Parents are informed of progress and next steps through regular meetings, held by the leader and key person. This means that children receive continuity in learning.

Curriculum and teaching: Expected standard

Leaders create a curriculum intended to fit the needs of all children, including those with special educational needs and/or disabilities, adapting learning to ensure suitability for all ages and stages. Leaders have an ambition for children to be confident and independent learners, ready for the next stages of their lives. Staff typically deliver the curriculum well and use purposeful interactions to support children's learning. For example, staff lead a play dough making activity, asking meaningful questions to recall the steps and to use their senses to identify the ingredients. Staff encourage children to take turns to add ingredients and mix. As a result, they explore communication, social and physical skills.

Mathematics is generally explicitly taught. Staff use language to emphasise understanding in play. For example, staff support children to count as they collect plastic balls using spoons from the water tray. As a result, children develop simple mathematical concepts. Staff encourage physical play through outdoor learning in the local neighbouring school playground. They explore their throwing, kicking and running skills using various equipment and apparatus, with effective role modelling from staff. Staff use structured times of the day to ensure children engage in song or story time. Leaders have implemented a weekly library system. Children explore a range of books and take them home to share with families. Within the setting, children independently select books, and staff read these enthusiastically. As a result, children develop a love of books.

Achievement: Expected standard

Children generally make steady progress from their starting points. Children typically develop new skills, such as independence in managing their personal needs. For example, they access drinking water freely, feed themselves using a range of cutlery and tidy toys after playing with them. This ensures that children are suitably ready for the next stages of their lives, including the transition to school. Children show confidence in their language skills. They express themselves to staff and their peers in play and during daily tasks. Children speak about their personal feelings and experiences from home. During home role play, children identify their favourite meals and discuss how their meals are cooked at home. As a result, they learn from each other and extend their vocabulary.

Children with special educational needs and/or disabilities and those who may face barriers to their learning are supported in minimising gaps in learning. For example, small-group activities support children to form positive relationships with others, developing their social skills. Children explore their physical abilities through mark-making using a range of tools. For example, they use crayons to form the shapes of letters. Children show impressive control and manipulation, developing early mark-making skills.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff promote the importance of treating others with kindness and care. Staff are positive role models and use manners when communicating with children and other staff. Children replicate these pleasant behaviours. For example, they say 'please' and 'thank you' when staff deliver snacks. Children generally play well together and seek each other out to engage in activities. For example, children discuss among themselves what activity they should go to next. Staff praise the children positively, which supports children in feeling valued.

Staff give timely warnings for transitions, such as tidy up time. However, they do not ensure all children engage in the routine. For example, some children tidy the toys away, while some still play. This inconsistency creates a varied understanding of expectations and what is happening next. Children generally behave well, and staff appropriately deal with unwanted behaviours effectively, ensuring children develop an understanding of boundaries. Leaders promote the importance of attendance to parents and work closely to reduce any barriers. This ensures they settle quickly and benefit from all aspects of the opportunities and experiences the setting offers. Children who are new to the setting benefit from individualised procedures, and detailed information is shared between parents and the setting. This ensures children feel settled and secure and develop positive relationships with staff and other children.

Children's welfare and wellbeing: Expected standard

Leaders and staff prioritise healthy lifestyles, where children foster healthy habits through practising hygiene routines. For example, children brush their teeth after mealtimes. Staff sing a toothbrushing song, which children show familiarity with. Children wash their hands routinely before mealtimes, locating the soap. Staff support this effectively. Children explore their physical ability regularly. However, they are not always taught the impact exercise has on their bodies. Therefore, the connections between physical movement and healthy lifestyles are not always understood. Children are given opportunities to choose from a range of healthy snacks. They discuss healthy and unhealthy foods during mealtimes and activities.

Leaders ensure there are established policies and procedures in place and that they are always available to staff and parents. These are reviewed regularly and updated when there are changes in requirements, such as safer eating. Staff ensure they are sitting with children during mealtimes and eat alongside the children. This encourages a positive attitude towards eating and trying new foods. Staff prioritise safety for all children. Risk assessments are effectively completed to ensure both inside and outside areas are safe for children to explore.

Overall, all children, including those with special educational needs and/or disabilities or who may face barriers to their learning, build secure bonds with staff. Staff know the children well and show this through meaningful interactions and an awareness of interests and needs. As a result, children are confident in their surroundings and have a positive attitude to learning.

Leadership and governance: Expected standard

Leaders focus on ensuring every child receives good-quality learning and care. They generally identify strengths and areas for improvement within the setting, making decisions in the best interests of children. For example, they offer training opportunities to staff based on the needs of children attending the nursery. Staff are required to complete mandatory training before they begin employment. They typically have opportunities to complete additional training best suited to their role and responsibilities. Leaders complete regular supervision meetings with staff to monitor their progress, workload and wellbeing. They listen to staff opinions and devise plans to bring about improvements. Staff comment that they feel supported by management and are happy in their role. This is shown in the longevity of staffing within the setting.

Leaders create a positive partnership with parents and carers and know their families well. They ensure parents are up to date with changes in the setting, their children's development and upcoming events. They communicate with parents using various platforms, ensuring they receive the information in a timely manner. Regular parent meetings are held to discuss development and how children can be supported at home. This means there is a continuity of learning for children. Parents commend the events planned by the setting. They take part in yearly outings, graduation ceremonies and cultural celebrations. Parents comment that this has allowed them to build a 'community'. Leaders work closely and effectively with the local authority, implementing and taking advice when necessary.