The Frantastic Pre-School

Inclusion: Strong standard

Staff provide highly tailored support that ensures that every child is included and that any barriers to learning are reduced. Ongoing high-quality training enables staff to confidently implement inclusive strategies and make precise adaptations that meet children's individual needs. Leaders use funding purposefully. They extend sessions where beneficial and offer flexible attendance options that help children maintain consistent engagement. Additional support for families, such as food hampers, has a tangible impact on children's wellbeing and stability.

Children's progress is closely monitored, with leaders analysing assessment information to identify gaps and take swift action. This includes targeted interventions for children with special educational needs and/or disabilities and those learning English as an additional language. This helps to ensure that children make meaningful and sustained progress.

Parents speak very positively about the support their children receive. They feel listened to and valued, and they share strong examples of how staff make a difference to their family life. Staff work closely with parents, sharing observations about learning and development and offering practical ideas to support further progress at home. Staff follow guidance from external professionals and implement plans with precision. They skilfully adapt environments, so all children feel included, supported and celebrated.

Curriculum and teaching: Expected standard

Leaders have a secure understanding of the quality of the curriculum and teaching. For example, they are continuing to support staff to grow in confidence in the delivery of the curriculum and make purposeful adaptations. As such, they have put appropriate coaching and guidance in place. Leaders regularly monitor staff practice through observations and professional discussions. As a result, children benefit from a broad and balanced curriculum and learn across all areas of learning.

Staff are skilled in supporting children's communication and language development. They model a rich range of vocabulary, ask questions and use repetition to reinforce understanding. Early mathematical concepts are naturally embedded within play. For example, staff support counting and introduce the language of size while children explore the water tray.

Strong priority is given to children's personal, social and emotional development and their physical wellbeing. Children enjoy being active and confidently create obstacle courses in the outdoor area. They benefit from physical activity, such as star jumps and climbing, which helps raise their heart rate and develop strength.

Staff know the children well and typically adapt their teaching to meet children's individual needs, particularly for those children with special educational needs and/or disabilities and those facing other barriers to learning. Assessment is used effectively to identify emerging gaps. Staff work closely with parents and other professionals to ensure that children make good progress.

Achievement: Expected standard

Children typically achieve well across all areas of learning. They make good progress in their communication and language skills as they express their needs, share their ideas and engage in meaningful conversations. Children listen well during group times. They follow instructions and show good attention skills.

Physical development is strong. Children develop their skills in a clear and sequential way. They build strength, coordination and balance through a range of activities as they use their small and large muscles.

Children with special educational needs and/or disabilities make progress from their starting points. They feel included and supported to develop communication and physical and social skills and are confident and feel valued. All children show respect for one another and manage their feelings and emotions well. They are well prepared for their next stage of learning, demonstrating independence, curiosity and a positive attitude to learning.

Behaviour, attitudes and establishing routines: Strong standard

Staff create a calm, consistent environment where expectations for behaviour are clearly understood. Young children know what is expected of them. They listen well and follow instructions with growing confidence. Warm, secure attachments underpin this success, helping children to feel safe enough to behave positively and respond to guidance. As a result, children show genuine kindness and concern for one another. They offer to help their friends, check they are okay and remind each other of simple rules, such as sharing, taking turns and using 'kind hands'.

Staff build on this strong foundation by using a range of thoughtful approaches to motivate positive behaviour. For example, children are encouraged to take on helper roles and support each other as they wash their hands in readiness for snack. Children feel valued and proud of their achievements. Furthermore, this contributes to their developing self-regulation, resilience and readiness for learning. Staff consider children's ages and stages of development well. They adapt routines for children with special educational needs and/or disabilities, using familiar strategies to help them manage change and remain fully engaged.

Leaders maintain a proactive approach to monitoring attendance. They monitor patterns closely and carry out home visits when needed to check on children's wellbeing. Staff work in close partnership with parents to highlight the importance of regular attendance and the positive impact it has on children's progress, confidence and overall development.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are strongly promoted, which helps to ensure that children feel safe, secure and valued. Care practices are consistently followed and support children's physical and emotional needs effectively throughout the day. Warm and nurturing relationships between staff and children have a very positive impact. Children feel confident to explore, ask for help and express themselves. As a result, children demonstrate high levels of self-esteem and a strong sense of belonging.

Children are well supported to learn about the importance of leading a healthy lifestyle. They enjoy nutritious snacks and take part in discussions about healthy choices. Children are taught what makes a healthy lunch box, which helps them to understand how food supports their bodies. Furthermore, important health information is shared with parents. This helps to create consistency between home and the pre-school and has a positive impact, as children show increased awareness of healthy habits and are keen to make healthy choices.

Children's emotional wellbeing is very well considered. They are supported to recognise, name and manage their emotions appropriately. Clear, predictable routines help children to feel secure and support their individual needs. This enables all children, including those who may face barriers to their learning, to settle well, regulate their behaviour and engage confidently in learning and play.

Leadership and governance: Needs attention

Leadership and management within the pre-school is effective. Leaders have high expectations for all children and demonstrate a clear understanding of the pre-school's strengths. This includes their inclusive practice and well-established partnerships with parents. Leaders are reflective and accurately identify areas for development, such as increasing staff confidence in the consistent implementation of the curriculum.

Leaders give due regard to staff wellbeing and workload. Staff benefit from regular supervision meetings and ongoing wellbeing check-ins. This supports staff morale and their professional practice. There are plentiful opportunities for continued professional development to enable staff to build on their knowledge and skills and contribute positively to children's learning and development.

However, leadership oversight by the provider is less effective. While the provider understands their roles and responsibilities, they do not provide sufficient support or professional challenge to leaders. Leaders do not receive regular supervision. In addition, the provider does not give sufficient consideration to leaders' wellbeing and workload. Systems to monitor, evaluate and hold leaders to account lack sufficient rigour. As a result, there is insufficient oversight of the pre-school's effectiveness. This limits the provider's ability to evaluate accurately and drive sustained improvements across the provision over time.