Stretton Pre-school CIO Foundation(Main Street)

Inclusion: Strong standard

Staff make a sustained difference to children with special educational needs and/or disabilities (SEND). They identify children's needs from the start and implement highly effective support and strategies. Staff use observations and assessments to inform support plans that are implemented swiftly. Leaders and staff work closely with parents to understand children's individual starting points and identify quickly any challenges they may face. Additional funding is used effectively to ensure it makes the best possible difference to children's outcomes.

Children's progress is monitored closely. Staff develop targeted plans so that learning is well planned and specific to each child's needs. They ensure inclusive practice by skilfully adapting their interactions and activities carefully so that all children can take part. Visual aids are firmly embedded into practice to support children with transitions throughout the day. Staff adapt daily routines to enable all children to take part in all aspects of the setting.

Staff work consistently well with parents, sharing strategies and resources to support children at home and in the setting. Parent feedback is highly complementary of the commitment from leaders. They comment on the additional support and advice provided. This helps parents feel included in their children's learning and helps children to embed their learning through a shared and consistent approach. Leaders and staff work closely with external agencies to ensure children with SEND or those facing other barriers to their learning, make the best possible progress.

Curriculum and teaching: Expected standard

Leaders have designed an ambitious curriculum that is sequenced well to support the needs of all children, including those who face barriers to their learning. Typically, this is implemented well. There is a focus on promoting children's independence and confidence that is taught particularly well. Children's communication and language skills are supported as they regularly listen to stories and sing rhymes. Children share their thoughts and ideas as they engage in discussions with staff. They are introduced to new vocabulary, such as 'melt' and 'heat' as they engage in exploratory play. Staff introduce some mathematical language during play, such as 'heavy' and 'light' and introduce some concepts of size. However, the curriculum for mathematics could be further strengthened to support children's knowledge and understanding of mathematics further.

Children develop secure relationships with their key person, who can explain what children's interests are. They use assessment effectively to identify children's next steps and incorporate these into children's play to ensure children make steady progress in their learning and development. Although leaders have a clear understanding of the quality of the curriculum and teaching and recognise that at times, not all staff are consistently secure in their practice, support for staff to extend and challenge children's learning even further is not yet established.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities, those known (or previously known) to children's social care, and those that face other barriers to their learning make steady progress from their starting points. They gain the confidence and skills they need for their next stage of learning. For instance, children form friendships and confidently join activities with their peers. They become increasingly confident in their physical skills as they climb and balance outdoors. Children build strength and dexterity in their hands as they use tools such as pipettes to transport water from melted ice.

Children are independent and manage tasks from a young age. For example, they know to wash their hands before eating and competently use cutlery at snack times. Children pour their own drinks and wash their dishes.

Children are beginning to understand some mathematical concepts. However, opportunity to regularly practice and develop their mathematical knowledge and skills could be improved.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a calm and positive environment. The secure and trusting relationships between staff and children helps to support children's positive behaviour. Staff are good role models. They remain calm and respond to children's needs sensitively. Children learn to share, take turns and work collaboratively together. Overall, staff support children to manage their behaviour in ways that are appropriate to their age and stage of development. They use phrases such as 'kind hands' to remind children of their behavioural expectations. Stories are used to introduce concepts of behaviour and children learn to communicate their feelings and wishes as they discuss their different emotions. Staff use effective strategies to support children with special educational needs and/or disabilities to communicate their wants and needs.

Children understand routines and respond well to guidance from staff. Picture timelines help children to understand what is happening next as they become familiar with the daily routine of the setting. Children display positive attitudes to learning and generally engage well. Leaders promote the importance of attendance and monitor it carefully. They work closely with families and offer support to ensure the best attendance for each child.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are consistently prioritised across the setting. Staff know children extremely well and use this understanding to provide calm, sensitive and highly responsive care. Nurturing interactions help children feel safe, secure and valued throughout the day. Staff support all children effectively to recognise and regulate their emotions. There is particularly strong support for children with special educational needs and/or disabilities. Leaders ensure all staff are aware of children's individual needs and triggers, enabling staff to respond swiftly to children's emotional needs. Children benefit from timely, well-matched interventions, including access to quieter areas and small-group support. This enables them to engage positively in learning and play.

Well-structured daily routines promote children's independence, health and wellbeing. Children develop secure self-care habits through handwashing, toileting and toothbrushing routines. Leaders have incorporated a tooth friendly snack menu, to support children to make healthy choices at mealtimes. Children demonstrate increasing independence in serving food, pouring drinks and managing personal care.

Children develop a strong sense of belonging within the setting. They learn to care for the environment as they tend to their vegetable garden. Children enjoy spending large amounts of time outdoors engaging in physical activities. For example, they regularly attend forest school sessions in the grounds of the local school. Staff use these experiences to support children's physical health and their understanding of the world around them.

Leadership and governance: Expected standard

Leaders are dedicated to providing children with the best possible start. They work effectively with other professionals such as health visitors and local authority advisors to meet the needs of children with special educational needs and/or disabilities. They recognise the importance of smooth transitions to support children as they move to school. Close links with school staff are maintained, which allows information to be shared to support this process.

Staff provide parents with regular opportunity to meet and discuss their children's progress. In addition, they work closely with parents to raise their awareness and understanding of a variety of topics, such as online safety, healthy eating and toilet training. Secure relationships with outside agencies enable leaders to signpost parents swiftly, enabling parents to access additional support and advice.

Staff speak positively about their roles within the setting and confirm they feel supported in their work. Leaders place a strong emphasis on professional development and are committed to continuous improvement. They are reflective and identify where staff would benefit from additional training. Leaders provide staff with a wide range of training opportunities to develop their knowledge and skills further. For example, staff receive bespoke training and peer on peer observations. However, leaders do not consistently monitor the impact of this training on staff practice to ensure it is firmly embedded in practice.