The Brent Pre School

Inclusion: Strong standard

Leaders have created an inclusive culture, where children's individual needs are recognised and supported. Children with a wide range of needs are included fully in the life of the setting and are valued as individuals. This includes children with special educational needs and/or disabilities (SEND), children known to children's social care and children experiencing disadvantage. Leaders value children's home languages and cultures. Staff use accessible communication approaches, including translated videos and captions, so families can understand and contribute to their children's learning.

Staff identify children's needs effectively through ongoing assessment, observations and close partnership with families. They regularly assess children's progress and review whether the support they provide is having an impact. Staff work closely with professionals, including specialist services, to understand children's needs and decide what further support may be needed. Staff make thoughtful changes to help children with SEND communicate, participate and become increasingly independent. For example, they use talking pads, visual routines and objects of reference to help children, who do not communicate verbally, express their needs and emotions. Children become increasingly confident communicators and participate successfully alongside their peers.

Leaders use additional funding effectively to reduce barriers for disadvantaged children. This includes providing additional sessions, experiences, such as visits to the library, and practical support for families. These carefully considered approaches help children, who face barriers to their learning and wellbeing, make particularly strong progress from their starting points.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that reflects children's individual needs and the context of the setting. The curriculum prioritises children's personal, social and emotional development, communication and language, independence and readiness for future learning. Younger children are supported to develop secure relationships, communication skills and confidence through play. Older children develop the knowledge, skills and independence needed for their next steps, including starting school.

Staff know children well and use assessment information to adapt activities and support children's next steps. They provide opportunities for children to develop vocabulary, explore mathematical ideas and build confidence through songs, stories, conversations and practical experiences.

Teaching is warm and responsive. Staff support children's emotional security and encourage them to participate, communicate and explore. However, teaching is not yet consistently ambitious. Staff do not always recognise opportunities to extend children's thinking, deepen curiosity or build on what children already know. This means that some children are not consistently challenged to deepen their learning. Leaders accurately identify that staff need further development to strengthen interactions and ensure learning opportunities are maximised consistently across the setting.

Achievement: Expected standard

Children make progress from their individual starting points across the curriculum, developing the knowledge and skills that suitably prepare them for their next stage of learning. Children confidently enjoy books and songs, recognise shapes and numbers and use their physical skills during energetic play. They become increasingly independent, for example pouring their own drinks, serving food and managing aspects of their own care.

Children with special educational needs and/or disabilities and those who experience barriers to learning make particularly strong progress from their starting points. Children who previously found communication difficult increasingly express their needs and emotions using words, symbols and other forms of communication. They develop friendships, participate in routines and become increasingly confident and independent learners.

However, because teaching does not consistently extend children's thinking, some children do not always have opportunities to deepen their knowledge and understanding.

Behaviour, attitudes and establishing routines: Expected standard

Children are happy, confident and develop positive relationships with adults and each other. Staff model kindness and respect, and children are encouraged to share, take turns and cooperate during play. They use consistent routines and visual cues to help children, who need additional support, understand what is happening and what is expected of them. This helps children to participate successfully and become increasingly confident in familiar routines.

Leaders promote attendance effectively and work with families to understand barriers and encourage regular attendance. Children benefit from clear expectations around routines and independence, particularly during mealtimes and transitions. Staff understand the importance of helping children feel secure and ready to learn throughout the day.

However, expectations are not yet applied consistently in all situations. During tidy-up routines and outdoor play, some children become unsettled because adults do not always notice and respond consistently to emerging behaviours. Leaders recognise this and are working with staff to develop greater consistency so that children experience predictable routines and expectations across the setting.

Children's welfare and wellbeing: Expected standard

Children receive warm, responsive care from adults, who know them well. Secure relationships support children's confidence, emotional development and sense of belonging. Staff understand children's individual needs and provide appropriate support, including for children with special educational needs and/or disabilities and those who face barriers to learning.

Children are supported to develop independence through daily routines and are encouraged to make choices and manage aspects of their own care. Staff promote healthy lifestyles through discussions about food, oral health and physical development. Staff follow appropriate food safety practices and provide families with information about safer eating and choking hazards. Children develop an understanding of how to keep themselves safe through everyday experiences and conversation.

Children benefit from an environment where their emotions are recognised and supported. Staff use strategies such as visual resources and emotional support tools to help children communicate their feelings. Staff respond sensitively to children's emotional needs and help them develop confidence in managing their feelings.

Leaders prioritise children's welfare and ensure families receive support when they face challenges. The setting works closely with families and other services to promote children's wellbeing and ensure children's individual circumstances are understood.

Leadership and governance: Expected standard

Leaders have a clear understanding of the strengths and priorities within the setting. Leaders have reflected carefully on practice and sought appropriate support to strengthen their knowledge and decision-making. They have strengthened processes and developed staff knowledge of special educational needs and/or disabilities and inclusion. Leaders are committed to continuous improvement and use reflection to inform changes in practice.

Leaders prioritise staff wellbeing and recognise that supported staff are better able to support children. They provide opportunities for professional development, protect staff workload and encourage reflection. Staff feel valued and supported. Leaders have created a positive culture, where staff are encouraged to share their ideas and develop their practice.

Leaders work effectively with families and other services to improve outcomes for children. They use feedback, monitoring and professional dialogue to identify areas for development. They understand the importance of working collaboratively to strengthen provision and improve children's experiences.

Leaders accurately identify that teaching consistency remains an area for improvement and are taking appropriate action to strengthen staff interactions and the implementation of routines.