Sutton Opportunity Pre-School

Inclusion: Strong standard

Leaders and staff have created a nurturing inclusive culture at the setting, where all children who currently attend have special educational needs and/or disabilities (SEND). Staff are highly experienced in planning additional support, implementing interventions and reviewing the impact on children. They use early identification and continuously assess and review children's progress. Children take part in small targeted intervention groups to develop their social interaction and communication. Staff consistently use visual prompts and signing with all children, which supports their growing vocabulary. This is already having a significant impact on targets from children's individual plans. Children with SEND who additionally are from disadvantaged backgrounds benefit from funding that is spent thoughtfully. Staff identify gaps in children's knowledge and work closely with parents and carers to consider additional resources. For example, they have introduced song bags and balance balls to support children's communication and physical skills.

Leaders work closely with professionals, such as therapists for physiotherapy and speech and language. This ensures they receive expert knowledge to support children to reach targets swiftly and continue their development at home. Leaders and staff go above and beyond to support children and their families. They help parents to apply for additional funding, grants and specific equipment. Leaders ensure staff are highly trained to meet the complex needs of children, including using specialist feeding and medical equipment. This ensures all children can participate in the inclusive curriculum.

Curriculum and teaching: Strong standard

Leaders have designed a broad curriculum that supports children with special educational needs and/or disabilities (SEND) to flourish. Staff utilise knowledge and targets from professionals to create a curriculum that is sequenced around children's individual interests and plans. This means that any barriers to children's learning are removed. Staff observe children and know them extremely well. This supports staff to make thoughtful adjustments as they assess children's learning needs across all areas of learning.

Staff ensure children develop their personal, social and emotional skills through targeted group interventions. They establish close bonds with children to ensure they feel safe and belong. The use of visual prompts and signing supports children's growing communication and enables them to share their wants and needs. Children with SEND thrive as they engage in activities around their interests. They recite and find letters in the environment and count during their play.

Children develop their physical skills well. Staff implement targets set by external professionals. Outdoors, children use balance equipment and transport toys. They develop gross motor skills as they paint fences and play chasing games. Staff support children's growing independence well. For example, they encourage children to cut their own fruit and put their plates away.

Achievement: Strong standard

All children with special educational needs and/or disabilities (SEND) and any other barriers to learning thrive in this inclusive environment. All children with SEND make significant progress from their starting points and agreed targets. They are growing in confidence and in expressing their wants and needs using a range of communication methods. Children show increasing determination to try new things and develop their social skills. They delight as they explore sensory trays and engage in small-world play alongside their peers.

Children are growing in independence. They take part in self-care tasks, such as washing their hands and putting on their belongings. Children benefit from very effective support in preparation for the next stage, including transitions to specialist provisions and school. Children enjoy listening to stories and singing their favourite songs as they join in with actions. They show delight as they engage in sensory activities as they explore textures, water and light.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have created a calm and nurturing environment that supports children with special educational needs and/or disabilities (SEND) to thrive in a safe space. Staff have developed fantastic approaches to supporting children's behaviour and to help them regulate their feelings. They have been trained to deal with any behaviour challenges and use higher ratios to support everyone's wellbeing. Staff have created safe spaces for children throughout the environment, which is highly successful in managing children's behaviour.

Children benefit from staff who are attentive, empathetic and caring. They have consistently clear and high expectations for children, and gently prompt them to remember rules. Staff are excellent role models. They consistently ask children's permission before helping them. Staff encourage the use of positive manners, and children receive consistent praise for every achievement. This supports children's overall excellent behaviour.

Children develop respect and learn about how others might feel. This supports them to develop positive habits for the future. Leaders have an excellent understanding of children's personal circumstances, especially for children with SEND. They adapt sessions to support children's attendance and punctuality and offer additional support to families where needed. This ensures children have no barriers to their learning.

Children's welfare and wellbeing: Strong standard

There are warm and caring relationships between all staff and children, with a very effective key-person system in place. Children have settled extremely well into an environment that is consistent with routine. This is especially helpful for children with special educational needs and/or disabilities (SEND). Children's safety and wellbeing is a priority. They learn about how to keep themselves safe. Staff follow children's individual plans meticulously to ensure their welfare is paramount. Children seek out adults for comfort, and staff are patient and highly responsive to their needs. Staff use visual prompts and signing to help children regulate and share what they need. This further promotes children's self-esteem and confidence to express their emotions.

Staff promote children's personal hygiene and healthy choices extremely well. Children with SEND who have limited food restrictions are included in snack times and mealtimes in an inclusive way. Staff work closely with parents and carers to promote healthy meal options. This ensures children receive healthy and well-balanced meals. Staff encourage children to drink water regularly and try new fruits. Children show confidence in self-care practices, such as wiping their noses and washing their hands without prompts from adults. Children receive consistent praise for these achievements. This helps them to further develop their confidence and independence.

Leadership and governance: Strong standard

The setting is transitioning through positive leadership changes, where high-quality inclusive practice is a priority. Leaders have a clear vision for the setting, with aims for it to become a centre of excellence for inclusion. Leaders have extensive knowledge and skills and are implementing excellent training opportunities to upskill staff even further. They aim for support for children with special educational needs and/or disabilities (SEND) to be consistently at the highest level.

Staff are reflective of the support they receive for their wellbeing. Leaders ensure staff's workload is manageable and maintain an open and positive culture. Staff receive effective individual and group supervision sessions where they can discuss any challenges. This is highly successful working with children with SEND and results in immediate action to support them. This includes additional training and funding.

Leaders and staff have established positive and open relationships with parents and carers. This means that swift early intervention can be put into place. Leaders prioritise children's welfare and wellbeing. They are highly reflective of the environment and ensure they consistently monitor the provision. This ensures children's complex needs are met at all times.