St Thomas More Preschool

Inclusion: Strong standard

Leaders and staff build strong partnerships with parents. This ensures that they understand each child's individual experience and needs. They use this information to identify barriers to children's learning, staff then put plans in place to support children. In addition, through regular observations and assessments staff identify if there are gaps in children's learning and development. If children have special educational needs and/or disabilities or English as an additional language staff work with other agencies, where appropriate, to ensure that children and families get the help and support they need in the quickest time possible. Staff adapt their language and approach effectively to meet children's individual needs.

Staff take consistent and immediate action to reduce children's barriers to learning through adaptations, adjustments and inclusive practice. This ensures all children can take part in activities and make consistent progress. Staff work effectively together to share information and review the environment so that it is fully inclusive.

Staff support children with English as an additional language and use key words from their home language, picture cards and simple signing to support children to understand what is happening now and next. Staff adjust their language to support their vocabulary by using one word then extending to two.

Curriculum and teaching: Expected standard

Leaders and staff have designed a broad and balanced curriculum. They review and adapt their practice effectively to ensure it meets the needs of all children attending. Staff support children's communication and language skills well. As children play, staff introduce them to new words and through skilful questioning to extend children's learning. From a young age, children show a love of books and storytelling. Staff use simple signing and visual aids with children who have barriers to their learning and support communication and understanding further. However, on occasion, some staff are not as confident with their interactions. This means, during these times, children do not benefit from fully consistent high-quality learning.

Staff provide children with plenty of opportunities to be outdoors and develop their physical skills. For example, children are highly engaged as they dig in the mud for worms, and show they are proud as they balance on beams and develop climbing skills. Staff embed mathematics into children's daily activities. During snack time, children serve themselves and carefully look at the number of pieces they can take. They count accurately as they move the fruit to their plates.

Staff use information about children to provide new experiences and to help them learn about the world around them. For example, children have regular trips to the allotment to tend to their fruit and vegetables, they learn how to care for them and help them grow. Trips to the library, shops and parks provide opportunities for children to gain further knowledge and skills and to learn about road safety.

Achievement: Strong standard

Children consistently achieve extremely well from their starting points. They are confident communicators who express their needs, thoughts and feelings clearly. During group times, all children confidently contribute to conversations. They show their understanding of conversation skills as they wait for their turn to talk and listen to their friend's thoughts and views. In addition, children with English as an additional language and barriers to their learning benefit from small group activities to support their communication and language further. Children's learning is skilfully supported, activities help them to embed new skills securely and build on what they already know. As a result, they demonstrate high levels of confidence and are well prepared for the next stage in their learning including the move to school. Children are independent and manage their self-care needs well. They behave well and understand the expectations of the setting. Children enjoy the praise they receive from staff. As a result, children are resilient and show pride in their achievements.

Behaviour, attitudes and establishing routines: Strong standard

Leaders, managers and staff have created an inviting and welcoming environment where children explore with confidence. Staff model calm and respectful interactions and have consistent expectations for children's behaviour. They help children understand boundaries and routines. As a result, children behave well and show positive attitudes towards learning. If conflicts arise, staff support children to find solutions and use strategies to resolve these. Planned activities help children to understand turn taking and sharing.

Relationships between staff and children are trusting, warm and respectful. Staff know children extremely well and respond sensitively to their individual needs. They adapt their approach to meet the needs of the child and provide reassurance, comfort and support. Staff work effectively with parents to ensure that children have good attendance. Children attend regularly and benefit from consistent routines that support their learning and wellbeing.

Children's welfare and wellbeing: Expected standard

Typically, care practices within the setting meets children's needs. Children form secure relationships with their key person and other familiar adults. These trusting relationships support children's emotional security and help them settle, feel safe and confident within the setting. Staff use information about children's routines at home to help the children settle and meet their individual needs. Overall, staff deploy themselves effectively and children are supervised well. However, at times, staff do not recognise when children need additional support during some activities, which does not enable them to consistently meet their needs.

Through activities children learn about their personal safety. For example, children wait patiently for their turn on the climbing frame. Staff explain to children why they should not push and children understand how to keep themselves safe. During visits outside the setting children learn about road safety and the different roles of people in the community. Information from staff supports parents and children to lead healthy lifestyles and the importance of oral hygiene.

Staff plan activities and provide children with support to recognise, express, and manage their emotions. Staff support children to regulate their emotions and to help them understand how others may be feeling. This helps children to build confidence, resilience and positive relationships. For example, older children talk about the game they will play and successfully negotiate what role each will have.

Leadership and governance: Expected standard

Leaders, and staff build secure relationships with parents and have a clear understanding of the children and their family's needs. Staff receive the support and training needed to make continuous professional development. For example, some staff are completing training to provide further maths experiences for children to develop their learning further.

Leaders and managers regularly evaluate the setting and experiences offered to children to identify their strengths and areas for development. For example, recent evaluation of the main area of the pre-school identified the need to deploy staff more effectively to support children's individual needs and positive behaviour.

Staff are happy in their roles and understand their responsibilities to plan and support children's individual needs. Regular one-to-one meetings provide staff with the opportunity to discuss their wellbeing and training needs. Leaders and staff know and understand the children's individual needs. This includes children with special educational needs and/or disabilities and children with English as an additional language or other barriers to their learning. Effective partnership working ensures that children have consistency and support to make continuous progress.

Overall, leaders and managers have effective oversight of staff practice. However, there are some minor inconsistencies in practice that they have not yet addressed.