Teynham Community Pre-School

Inclusion: Expected standard

Leaders and staff identify the individual needs of all children, including those with special educational needs and/or disabilities (SEND). Staff routinely assess progress and ensure that they meet the children's needs. Staff complete specific, beneficial training, such as around communication strategies, to help them to fully support all children. Staff typically monitor progress well, making adaptations to support all children to achieve. For example, staff implement small focus groups for learning, which positively impact and engage children with SEND.

Leaders and staff reduce barriers to learning and wellbeing, supporting disadvantaged children, those with SEND and those who are known (or previously known) to children's social care. Staff have established positive links with outside agencies and families. This includes sharing helpful strategies to support children at home. For instance, staff share ideas about how to help children manage their emotions, such as by using picture cards.

Leaders use additional funding effectively. For example, they purchase sessions provided by outside companies to support children's individual progress, such as music and dance professionals to help develop children's physical skills.

Curriculum and teaching: Expected standard

Leaders work hard to ensure that their curriculum is embedded and covers all areas of learning. Overall, staff understand what they would like children to learn, what they have achieved since they started at pre-school and what they would benefit from learning next. Children typically enjoy their learning. However, during larger-group times, staff do not swiftly notice when some children need more support to refocus. Therefore, children do not build consistently on what they already know during these times.

Staff support all children, including those with special educational needs and/or disabilities (SEND), to develop their communication and vocabulary skills. For example, children answer thought-provoking questions and, during story times, are excited to join in with repeated phases and share what they think will happen next. Staff support children with SEND in effective ways. This includes using visual prompts and sign language. Staff help children to develop skills to support their future learning and to prepare them for school. For example, children are encouraged to be independent and know what is expected of them.

All children have opportunities to learn about other cultures, beliefs and languages other of their own. For instance, they discuss the Bulgarian festivals and traditions and learn key words in other languages.

Achievement: Expected standard

All children make progress from their starting points, including those with special educational needs and/or disabilities and those in receipt of additional funding. Children develop skills to support them to be ready for their next stage of learning. For instance, children are confident to communicate their thoughts and ideas and express their needs clearly.

Children have a clear understanding of what will be expected of them at school and work towards these expectations during their time at the pre-school. For example, children are patient, and they share and take turns with maturity. Children visit school and access areas they will use when they move on, such as the playing field, becoming familiar with the school environment.

Children show each other care and consideration, and are kind and thoughtful. For instance, children show concern for their friends if they appear sad and are keen to make sure they are alright.

Children develop skills to support their physical development. For example, they climb and balance on safe and age-appropriate equipment. They have opportunities to use the school climbing and balancing equipment regularly to learn more complicated physical skills. Children are confident to learn how to move the bodies in different ways.

Behaviour, attitudes and establishing routines: Expected standard

All staff are positive role models and help children learn about the expectations of their behaviour. Children follow rules and boundaries. This is demonstrated when children independently access sand timers to show their friends that when the sand runs out, it is their turn on a resource. Therefore, children learn to wait patiently, share and take turns.

All children fully understand and follow the rules. For example, when they hear staff shake a tambourine, they automatically stop and know that it is time to tidy up. They all help each other to complete the task as a team. This includes children with special educational needs and/or disabilities and those in receipt of additional funding.

Children play well together and enjoy each other's company, as well as enjoying interacting with staff. There is a positive relationship between staff and children. For example, children happily seek them out to share ideas, play and receive reassurance and comfort, such as sharing hugs and 'high fives'.

Leaders closely monitor children's attendance and ensure that they follow up any unexpected absences. This helps them ensure that they can swiftly identify any concerning potential patterns of attendance that may require action.

Children's welfare and wellbeing: Expected standard

Children, including those with special educational needs and/or disabilities and those with other barriers to learning, are happy, settled and confident. Staff have successfully created a safe and welcoming space, where they support all children to feel secure and make progress in their learning. Staff ensure that all children are engaged in something they enjoy, upon arrival. This includes water-based activities to develop children's small muscles and early mathematical skills. For instance, children 'catch' and recognise the numbers on fish during water play.

The key-person system supports children to feel safe and secure. They play happily and are confident to engage in activities, with the support of staff. For example, children learn about different ways to move during dance classes. Children learn about care routines and the importance of healthy lifestyles. This includes developing an understanding of the importance of oral health.

All children have opportunities to learn about other cultures, beliefs and languages other of their own. For instance, they discuss the Bulgarian festivals and traditions and learn key words in other languages.

Leadership and governance: Expected standard

Leaders are typically evaluative and reflect on practice. They identify areas they wish to develop, such as enhancing staff's confidence and training opportunities even further. They celebrate the changes they have made, such as the development of their curriculum and support for all children. Staff's wellbeing is supported well, and leaders ensure that staff's workload is manageable. Staff have time to complete training and have regular meetings and one-to-one discussions to talk about their progress and what they would like to enhance further. They use their findings to support their future practice.

Children who attend another setting are settled, happy and make progress. Staff talk to professionals at other settings children attend when they first start. However, they do not continue to communicate with them or routinely share children's progress. This gap in developing partnership working hinders the consistency in children's shared care and learning experiences. Leaders and staff successfully establish positive partnership with parents and carers. For example, they keep them fully informed of their children's learning and next steps. Parents speak highly of the pre-school and the support and communication they receive. For instance, staff share helpful advice, such as how to support children to brush their teeth effectively.