The Hut Pre-school and Playscheme

Inclusion: Expected standard

Leaders have created an inclusive environment where children's needs are identified accurately through ongoing assessment and tracking systems. They identify individual children who would benefit from focused support to address gaps in their learning and development. This helps leaders to recognise emerging needs promptly and put support in place at an early stage. Children with special educational needs and/or disabilities receive targeted support, such as visual prompts, structured activities and adult guidance, which helps them to engage and make progress from their starting points. Disadvantaged children are supported effectively to access learning opportunities and develop positive relationships.

Leaders use a structured approach to plan, deliver and review support, with children's progress monitored regularly, including those receiving early years pupil premium funding. This enables leaders to adapt provision to reduce barriers to learning and support children's wellbeing. Staff demonstrate a secure understanding of children's individual needs and provide consistent, nurturing support that promotes children's emotional security and engagement.

Leaders work in partnership with external professionals, including speech and language therapists and the area special educational needs coordinator, to inform provision and support children's development. Leaders work effectively with a range of external professionals and agencies to inform provision and support children's development and wellbeing.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of the curriculum and use assessment information, including tracking systems, to identify gaps in learning and inform planning. They design the curriculum to be inclusive and provide children with a range of connected learning experiences. For example, children explore ideas linked to habitats through activities, such as water play, play dough and stories. These help children to make meaningful connections in their learning.

Practitioners support children's communication and language development through purposeful interactions, modelling vocabulary and introducing new language during play and daily routines. They support children's mathematical development through practical experiences, for example when children use language such as 'full' and 'empty' and engage in counting and problem-solving activities. Practitioners promote children's personal, social and emotional development through shared experiences, such as singing and story time. During these activities, children learn to listen, join in with others and develop a sense of belonging within the group.

Staff use their knowledge of children to adapt teaching, including for children with special educational needs and/or disabilities, so they can access the curriculum. Leaders provide children with opportunities to extend learning outdoors through planned experiences linked to children's interests and curriculum themes, including activities such as Forest School sessions and wider outdoor learning opportunities. Leaders are continuing to enhance and develop the outdoor environment further to strengthen the broad and purposeful range of experiences available to support children's engagement and development across all areas of the curriculum.

Achievement: Expected standard

Children develop age-appropriate knowledge and skills as they progress through the curriculum, particularly in communication and language. They increasingly listen, respond and use a widening range of vocabulary during interactions with adults and peers. Children begin to apply early mathematical understanding, for example recognising numbers and using simple problem-solving skills during their play.

Children, including those with special educational needs and/or disabilities and those who may face barriers their learning and/or wellbeing, typically make progress from their starting points. Adaptations and targeted support enable children to engage in learning and develop key skills. Practitioners review children's progress through ongoing professional discussions and staff meetings, helping to identify next steps and provide additional support where needed.

Children develop confidence and independence and are suitably prepared for their next stage of learning. Continued development of the quality and consistency of learning experiences across the day will further support children to sustain engagement and build securely on what they know and can do, deepening their learning over time.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive environment where expectations for behaviour are generally understood and promoted through daily routines. Children form warm and trusting relationships with staff, who are nurturing and responsive, helping them to feel secure and settled. Staff use trauma-informed approaches and support children's emotional regulation through nurturing interactions, including strategies such as mindfulness and breathing techniques, to help children recognise and manage their feelings. Practitioners model kindness and encourage children to use respectful language, supporting them to play alongside others, share resources and resolve minor conflicts. During structured activities, such as group sessions, children show positive attitudes to learning, demonstrating focus, engagement and enjoyment.

Practitioners take account of children's individual needs and stages of development, including those with special educational needs and/or disabilities, adapting their approach to support participation while maintaining appropriate expectations. Children are supported to develop independence through routines, such as tidying away, self-registration and moving between activities. Leaders promote the importance of attendance and punctuality through ongoing communication with families and established daily routines.

However, expectations for behaviour and routines are not consistently implemented during all parts of the daily routine. For example, during snack time, variations in staff deployment affect how well the routine is organised and supported. As a result, children do not consistently experience calm, well-managed routines that fully promote positive behaviour and sustained engagement.

Children's welfare and wellbeing: Expected standard

Children benefit from caring and supportive relationships with staff, who are attentive and responsive to their needs, helping them to feel safe, secure and settled. Positive interactions support the development of secure attachments, particularly when children seek reassurance or comfort. Staff know children well and adapt their approach to meet individual needs, including those with special educational needs and/or disabilities and those who may face barriers to their learning and/or wellbeing. Staff build positive relationships with families, sharing information about children's needs and routines to support continuity of care. As a result, children are confident within the setting and settle quickly into familiar routines.

Children are supported to develop independence in managing their personal needs, such as handwashing, dressing and toothbrushing, and are encouraged to make choices within daily routines. Staff promote children's understanding of healthy lifestyles through discussions about food, physical activity and routines. Children are also supported to recognise and express their emotions and are guided to use appropriate language to manage minor conflicts.

However, staff do not consistently organise some care routines, particularly at snack times, to ensure that children experience calm and well-managed transitions throughout the day. As a result, children do not always benefit from consistently organised routines that fully support their emotional wellbeing and engagement.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development and take appropriate action to improve practice. For example, they have identified the outdoor environment as an area for development and have begun to plan improvements. Leaders have responded effectively to previous concerns, including strengthening procedures around arrivals and departures and reviewing risk assessments, demonstrating a commitment to maintaining children's safety.

Leaders make decisions that are in the best interests of children, including those with special educational needs and/or disabilities and those who may face barriers to learning. Staff report that they feel supported and valued, and leaders take account of staff's wellbeing when making decisions. Professional development opportunities, including training and staff meetings, support staff to develop their knowledge and practice.

Leaders engage positively with parents, who feel informed about their children's development and describe the setting as 'welcoming, supportive and communicative'.

Leaders have a clear understanding of the setting's strengths and areas for development and are committed to continuing to strengthen partnerships and further develop identified areas of provision to support ongoing improvement.