The Little Orchard Pre School

Inclusion: Expected standard

Leaders and staff include all children, including those who face barriers to their learning and those with special educational needs and/or disabilities. They work alongside parents and external agencies to identify appropriate support. This ensures that children typically access an inclusive learning environment. Staff use regular observation and assessments to identify children's development and learning needs effectively. They use some visual prompts to help children move from one activity to another. Staff swiftly identify children who would benefit from additional support in their learning and development. This supports children's wellbeing.

Children have support plans in place that are regularly reviewed to ensure they are the right targets for each child. This helps to improve the outcomes for all children through early intervention and reduces barriers to their learning. Staff mostly use early intervention strategies to fully support children's communication and language development. However, this is not yet fully embedded to help children make swift progress in their development.

Leaders use a graduated approach and know how to access any funding children may be eligible for and how it will be utilised to have the most impact in response to children's individual development and learning needs.

Curriculum and teaching: Expected standard

Leaders have established a curriculum that is focused on building children's knowledge and skills across all areas of learning. They provide children with a wealth of experiences that build on their emerging interests and inspire their curiosity. Staff use regular observations to assess children's progress to identify what they need to learn next. Mostly, staff adapt their teaching to meet children's individual needs, including those with special educational needs and/or disabilities or children who may face barriers to their learning.

Typically, staff support children's communication and language well. Staff encourage children to vote for their favourite stories to read, and younger children pick their favourite nursery rhymes. Older children are articulate in their speech and talk confidently with their friends and staff. However, this is not consistent and, at times, not all staff interact with children to the same level during some group times and younger children's chosen play. During these times, children do not get the support needed to further develop their communication and language skills.

Staff link in opportunities for children to develop their counting throughout their play. They extend this to when children access the outdoor environment. Children laugh as they count the blocks and knock them over. Staff ensure children have daily access to develop their physical skills and further their knowledge of the benefits of healthy foods. This helps children to learn about oral health.

Achievement: Expected standard

Children learn mathematical concepts such as counting and number recognition. They show great physical abilities as they dig with one-handed tools and peel the leaves of cauliflowers. This helps children to develop the muscles in their hands for later learning. Older children recall how to grow vegetables in the garden, such as carrots. They understand that plants need water and sunlight to grow. This helps them to develop an understanding of the world around them.

Children with special educational needs and/or disabilities take part in planned sensory sessions. They are curious and explore the various resources. This helps them develop their concentration. Typically, children develop confidence in speaking as they take part in show and tell, talking about their special items they bring in from home. Younger children enjoy stories and singing. Occasionally, staff do not use planned strategies to extend children's language as much as they could. Overall, children are generally well prepared for the next steps in their learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a calm environment where children are settled and enjoy their learning. Staff act as positive role models and treat children with kindness and respect. As a result, children form warm and trusting relationships with staff and friends. Staff deploy themselves well as children choose from the broad range of activities. This helps them to model turn-taking and sharing when children need support.

Children join in one another's games, play cooperatively and demonstrate a sense of belonging. They mostly benefit from predictable daily routines, such as getting ready for circle time and getting ready to go outside. Leaders work with parents and carers to promote the importance of regular and prompt attendance.

Children with special educational needs and/or disabilities generally follow the routines well and mostly participate in group sessions. However, some children become distracted as staff do not adapt the sessions for the various needs of the children. This means that children do not get to build on what they already know and can do. Leaders work with parents to support children's behaviour. This promotes a consistent approach to children's development. From the outset, leaders promote the importance of children's regular and prompt attendance.

Children's welfare and wellbeing: Expected standard

Leaders create a calm and well-designed environment that supports children's wellbeing. They ensure that there are quiet areas for children to relax if they become a little overwhelmed. Children enjoy playing in the outside space. Staff plan ample opportunities for children to develop their large muscles outside as they build towers in the outside environment. Children have real ownership of where they play as they freely move between the inside and outside learning environments. This promotes children's choices in their play.

Staff have a secure understanding of the key-person approach and how this supports children's emotional wellbeing. They are nurturing in their interactions and sensitive to children's needs. Staff quickly recognise when younger children need time to regulate their emotions. They ensure they spend time with their key children to ensure that they feel safe and secure.

Staff are sensitive and support children to manage their personal needs, such as toileting. They teach young children the importance of washing their hands after playing outside and before eating. Mealtimes are calm, social occasions where staff also eat their lunch with the children. This also ensures that children remain safe. Staff promote children's manners by modelling 'please' and 'thank you', which children respond to and repeat.

Leadership and governance: Expected standard

Leaders take the time to get to know the children and their families that attend the pre-school. They are reflective and have a clear vision for the pre-school's strengths and areas of development. Leaders and staff create a curriculum that is ambitious for all children who attend, including those with special educational needs and/or disabilities (SEND).

Leaders ensure that staff have time to complete their observations and assessments and monitor their workload. This supports staff's wellbeing. Safer recruitment procedures are well embedded. New staff receive a thorough induction and confirm they feel supported as they settle in to their new roles. Leaders place a focus on staff's ongoing professional development. They ensure regular supervisions help them target any areas of development and plan training for staff to complete to further their knowledge across the curriculum.

Leaders ensure that children who need support are swiftly identified, including those with SEND. Staff typically plan effectively for children's learning and development needs. However, strategies to support children's next steps in learning are sometimes inconsistent in children's chosen play.

Leaders build highly effective partnerships with parents and outside agencies. This ensures children receive the support they need and helps to secure positive outcomes for all children.