The Spring Playgroup and Preschool

Inclusion: Strong standard

Leaders promote a positive culture of inclusion across the setting and maintain high expectations for all children. They identify children's needs at an early stage and take timely, coordinated action to reduce barriers to learning and wellbeing. Leaders work closely with families and external professionals to plan and review support, ensuring that children who need it receive appropriate help at the earliest opportunity, with clear systems in place. As a result, children's needs are identified and responded to promptly.

Leaders ensure that support is consistently tailored to children's individual needs. The key-person approach provides continuity of care, with children supported by the same adult throughout their time in the setting. This helps staff build a strong understanding of children's needs and adapt provision effectively. Staff use their knowledge and training to make changes that support children to take part fully in play and learning. For example, staff introduce turn-taking games to support children's social development. As a result, children learn to share, take turns and play cooperatively with others.

Leaders use funding effectively to provide targeted support, including additional staffing. For example, additional staff support group-time activities to ensure children with special educational needs and/or disabilities, and those who face barriers to their learning, remain consistently engaged. This tailored support has a positive impact on all children's communication and confidence.

Leaders monitor children's progress rigorously and adapt provision in response to changing needs. Children benefit from carefully planned support and make strong progress from their starting points. They engage confidently in the setting and take part alongside their peers.

Curriculum and teaching: Expected standard

Leaders and staff clearly understand the curriculum and how it supports children's learning over time. They use what they know about children to review activities, adapt support and make changes where needed. As a result, learning activities are better matched to children's development and help children to make steady progress.

The curriculum is adapted so that all children, including those with special educational needs and/or disabilities and those who face additional barriers to learning, can thrive. Support for these children is well organised, helping them to learn alongside their peers. However, teaching is not always consistent. At times, staff do not effectively build on children's interests or extend their thinking. For example, staff sometimes complete parts of activities for children rather than encouraging them to try for themselves. Leaders are aware of these inconsistencies and are supporting staff through training and guidance, and they are monitoring practice to improve the consistency of interactions.

Staff focus on developing children's communication skills. They support language through group activities, including singing and rhyme sessions, where children repeat familiar words and join in. As a result, children gain confidence in speaking and begin to communicate more clearly.

Staff also support children's personal, social and emotional development through everyday activities. During play, staff join in, ask simple questions and introduce new words to keep children involved. As a result, children develop the skills needed to learn with others and join in confidently.

Achievement: Expected standard

Children feel safe and secure in the setting and develop strong relationships with familiar adults. Children feel confident accessing learning experiences and take part in play and learning alongside others.

Overall, children make steady progress from their starting points, including those with special educational needs and/or disabilities, those in receipt of additional funding and those who face barriers to their learning. Children develop their communication skills through interactions and play, and begin to use familiar words and phrases. Children talk about what they are doing and share ideas with others.

Children develop physical and early mathematical skills. They use scissors and glue when creating artwork and begin to apply basic skills they have learned, for example cutting and recognising shapes. Children are developing the confidence, social skills and knowledge they need for their next stage of learning, including school. However, these skills are not always built on as effectively as they could be due to minor inconsistencies in the quality of staff interactions and teaching.

Behaviour, attitudes and establishing routines: Expected standard

Leaders set clear expectations for behaviour and routines across the setting. Staff model positive behaviour and support children to understand what is expected. For example, staff model turn-taking during group activities, such as when children roll a ball to one another and say each other's names. As a result, children learn to take turns and be kind to one another.

Staff support children's emotional development sensitively. They give children time to observe before joining in and use praise to encourage participation. For example, during group times, staff give gentle encouragement and recognise children when they join in. As a result, children feel safe and confident to participate.

Staff support all children to follow routines and take part in activities. Children respond well to routines, which help them to feel settled and ready to learn. Older children show increasing focus during group times, supporting their readiness for school.

Children are developing positive attitudes to learning and are supported to play alongside each other, including those who face additional barriers to learning. Generally, staff support children to build concentration and sustained focus. As a result, children continue to feel secure and engage in their learning.

Attendance is prioritised, with leaders following up on absences and working closely with families to provide support where needed. As a result, children attend regularly and settle quickly into routines.

Children's welfare and wellbeing: Expected standard

Leaders ensure that children are cared for in a safe and welcoming environment. They put clear routines and expectations in place so that children know what to expect. Staff respond to children's needs and provide reassurance. As a result, children feel safe and secure in the setting.

The key-person approach supports continuity of care, as children remain with the same adult throughout their time in the setting. Leaders support staff to model positive interactions and help children understand their feelings and respond to others. Staff are beginning to use this to support children in managing their emotions and interactions. For example, staff support children to understand how to use their voices and space when playing with others. This helps children to stay engaged and feel supported. Children develop secure attachments and a strong sense of belonging.

Staff support children's physical and emotional wellbeing well. Children access outdoor play and resources that support their development. Staff help children to express their feelings and manage their emotions. As a result, children feel comfortable in the environment.

Staff promote children's understanding of healthy lifestyles. Children are provided with healthy snacks and encouraged to make choices about food. However, expectations for healthy choices are not consistently reinforced, particularly for food brought from home. Leaders recognise this and are working with parents to strengthen expectations and promote consistent messages around healthy eating. For example, they provide food through a local supermarket scheme for families to take home so children are better supported to access healthier food options to help reinforce their understanding of healthy eating habits.

Leadership and governance: Strong standard

Leaders have a clear and detailed understanding of the setting's strengths and what needs to improve. They use what they know about the children, including assessment information and wider factors in children's lives, to adjust support and meet the needs of children. For example, leaders analyse information about children in receipt of funding and identify patterns in progress. They use this information to enhance staffing, for example by deploying additional staff to provide targeted support during group times.

Leaders create a positive and supportive working environment where high expectations and professionalism are evident. They provide regular training each week, which staff say helps them to engage with learning and apply it in practice. Staff receive ongoing support and opportunities to talk through their work with leaders and report that they can develop expertise and ask for help when needed.

The staff team works cohesively, with all members contributing to ongoing development. For example, staff worked together to develop their 'promises to children', outlining the experiences they want children to have. This supports a culture of continuous improvement, where staff share ideas and work consistently together.

Leaders work closely with parents and other professionals to support children's care and learning. They attend meetings with families, guide them through referral processes and work with external professionals to plan support. Leaders also support smooth transitions, for example by liaising with local schools. As a result, children receive the right support that helps them to settle quickly, engage confidently and take part fully in the setting.