Stondon Massey Pre School

Inclusion: Strong standard

Leaders and staff are skilled and experienced. They use robust strategies to identify children's emerging needs and respond swiftly and effectively. Strong partnerships with parents and other professionals, such as health visitors, occupational therapists, physiotherapists and inclusion partners, ensure that children receive well-rounded support from the outset. This helps to remove any barriers to children's learning. For example, children with special educational needs and/or disabilities (SEND) benefit from tailored settling-in sessions and specific adaptations to the environment, enabling a smooth transition into the setting. In addition, staff and leaders closely monitor every child's progress to ensure that they are well prepared for the next stage of their education.

Leaders have effective systems in place to ensure that all staff understand and follow a consistent graduated approach to reducing barriers to learning. They provide relevant training opportunities to strengthen staff's knowledge and confidence in supporting children with SEND. Leaders also ensure that additional funding is used effectively to benefit children's learning and development. This consistency ensures that all children quickly develop the skills they need to become confident, capable and independent learners.

Curriculum and teaching: Expected standard

Staff and leaders have a clear understanding of what they want children to learn and place great emphasis on developing their independence, confidence and communication skills in preparation for school. They design an ambitious, well-sequenced curriculum that supports all areas of children's learning. Regular observations and ongoing assessments help staff determine what children know and can do, enabling them to plan purposeful next steps. Staff also adapt their interactions to ensure that children with special educational needs and/or disabilities are fully included and able to make progress.

Staff and leaders nurture children's love of reading from an early stage. During a favourite story about colourful monsters, attentive staff engage children in rich discussions about the characters to develop their communication and language skills. Children confidently practise naming colours to strengthen their mathematical knowledge and join conversations about what makes them feel happy, sad or angry. As a result, they learn to recognise and express their emotions, building emotional awareness and resilience. However, at times, staff do not use all opportunities to further extend children's learning and deepen their thinking skills.

Staff plan meaningful activities that promote children's physical development and large movement skills. In the garden, they encourage children to confidently use bikes and cars during imaginative play, supporting the development of balance, coordination and stamina.

Achievement: Expected standard

Overall, children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to learning, make sound progress from their individual starting points across all areas of learning. Gaps in their development are closing, sometimes rapidly.

Children acquire the age-appropriate skills and knowledge they need to move confidently from one stage of education to the next. They can count in sequence, recognise colours and use mark-making tools with increasing confidence. They learn new vocabulary quickly and take part more readily in discussions with staff and their peers. For example, in the garden, children talk about the size and weight of wooden logs and planks while working collaboratively to construct a large structure for rolling cars. Through these experiences, children develop a strong understanding of how to solve problems effectively and manage challenges with persistence. As a result, all children, including those with SEND or facing other barriers to learning, develop the skills needed to become positive and resilient learners and transition successfully from one stage of education to another.

Behaviour, attitudes and establishing routines: Strong standard

Children form warm, positive relationships with all staff, who set clear and consistent expectations for behaviour. Children respond well and confidently follow the setting's routines and boundaries. They behave exceptionally well, showing high levels of respect and consideration towards both adults and peers. For example, before mealtimes, children independently wash their hands, collect their plate and cup, wait patiently to be served and demonstrate excellent table manners.

Staff and leaders act as exemplary role models. They gently guide children to share resources, take turns and work collaboratively. In the garden, for instance, children eagerly engage in imaginative play with their peers. They ride bikes and cars confidently, waiting patiently for their turn at the 'petrol station'. Laughter and excitement fill the space as they safely participate in a friendly race. These experiences strengthen children's social skills and help them develop meaningful, positive relationships.

Leaders have robust systems in place to record and monitor children's attendance. They work closely with parents to ensure that children benefit from positive, well-established routines.

Children's welfare and wellbeing: Strong standard

Staff and leaders create a warm, welcoming and stimulating environment where children feel safe, confident and valued. They establish clear routines that children follow with ease. Staff are nurturing and highly supportive of children who may face barriers to learning. For example, when children are new to the setting and initially struggle to adapt, staff gently and patiently guide them in understanding and following daily routines. This helps children settle quickly and feel secure and comforted during their time in the setting.

Children enjoy exploring both the indoor and outdoor environments and make independent choices about the activities they wish to engage in. In the garden, for instance, they enthusiastically climb and play on the large ship as part of their imaginative play, helping to strengthen their large movement skills and understanding of personal safety.

Children build strong, positive relationships with all staff. Staff promote a healthy and active lifestyle, encouraging children to make nutritious choices at mealtimes and engaging them in meaningful conversations about healthy foods. Staff are also kind and responsive, carefully supporting children to understand, manage and express their feelings. Children talk openly about what makes them feel happy or sad, developing a deeper understanding of their emotional wellbeing.

Leadership and governance: Expected standard

Leaders are reflective and ambitious. They have some understanding of the setting's context, strengths and areas for development. They are committed to achieving high-quality care and education for all children and take purposeful action to improve the provision. Leaders should continue to evaluate their setting. They should now use their analysis more strategically to drive ongoing improvement, ensuring consistent guidance and support for all staff.

Leaders provide relevant and meaningful professional development opportunities for all staff. They engage in targeted training to keep their knowledge current, which strengthens and enriches their practice. For example, after completing a sign language course, staff and leaders have begun implementing this skill within the setting to enhance children's communication and language development. Leaders also prioritise staff wellbeing and foster a positive culture of high expectations in which everyone feels supported, valued and appreciated.

Leaders build effective relationships with parents and other professionals. Parents praise the welcoming and stimulating environment and feel confident that their children are safe and happy in the setting. Partnerships with external professionals, such as occupational therapists and inclusion partners, are purposeful and well maintained. As a result, all children, including those with special educational needs and/or disabilities, benefit from consistent and continuous support.