Thorpe on the Hill Preschool

Inclusion: Strong standard

Leaders and staff know the children in their care well, including what makes them unique. They accurately assess children's development and achievements to determine appropriate next steps in learning and development, which are embedded within children's play. This includes progress checks for children aged 2 years, which are completed promptly and shared with parents and carers and other professionals.

Children with special educational needs and/or disabilities, those who are known to children's social care, and those who may face other barriers to their learning and/or wellbeing, are very well supported. Leaders work hard to consider and develop effective strategies and adapt the provision, ensuring that these children get the very best experience while at the setting. Regular monitoring takes place, ensuring that children's needs are met effectively.

Leaders works closely with parents and external agencies. This helps to ensure that any identified concerns or changing circumstances relating to children's development or wellbeing are supported in a timely manner. This collaborative approach ensures that children receive the targeted support they need to help them make the progress they are capable of.

Curriculum and teaching: Expected standard

Leaders work with staff to identify the most important areas of learning for the children in their care. They have developed a broad curriculum based on children's interests, with appropriate next steps embedded within children's play. Staff adapt activities for children with special educational needs and/or disabilities. This enables all children to take part in the daily routines and join in activities with their friends.

Overall, children are supported to do things for themselves. Children put rubbish in the bin and put their dirty plates in the bowl after snack time. That said, staff are sometimes too quick to complete tasks for children that they could do themselves. They peel children's fruit and open their food packets despite children being able to do this for themselves. This does not provide consistent opportunities for children to build on their independence skills. Staff use mealtimes to help children develop their social skills. Children readily talk about what they have been doing over the weekend. Children listen to their friends and staff ask questions to encourage them to share their own experiences. This supports children to develop their conversational skills and positively interact with others.

Staff know each child's level of ability. They embed mathematics in children's play and routines, such as helping them count and name colours. Staff provide focused activities to extend children's skills further. Children identify written numbers and attach 'pipe-cleaner tentacles' to paper jellyfish. Staff support children to count how many tentacles they have already attached, and how many are still needed. This helps children build on their early mathematical skills.

Achievement: Expected standard

Children generally develop their language and communication skills well. For example, all children eagerly join singing time with their friends. They join in with the actions, singing along with the familiar words. Children sit well at group times and listen to stories. They predict what will happen next and repeat the key phrases within the book. Children access favourite books and sit with their friends, looking at the pictures and discussing what they can see. This helps children develop a love of books.

Overall, children achieve well from their starting points and gain skills that will prepare them for their move on to school. Children enjoy engaging with the well-considered resources that staff have provided. They remain focused as they work in small groups to make marks and trace different shapes on laminated sheets. That said, children are not consistently engaged in meaningful learning and play. When staff are busy completing routine tasks, for instance, some children do not receive the interaction they need and disengage from activities.

Behaviour, attitudes and establishing routines: Expected standard

Staff have built positive relationships with the children in their care. As a result, children confidently say goodbye to their parents and carers and eagerly engage with the activities on offer. Children are generally keen to help staff. They busy themselves during tidy-up time, putting resources away in the correct places, sweeping sand from the floor and putting rubbish in the bin. Children cheer when they finish tidying up before the tidy-up song ends. Staff praise children for their help.

Staff support children to take turns, share resources and use their manners. Children with additional needs are gently supported by staff to help them share with others and take turns. When children demonstrate unwanted behaviour, while staff intervene, they do not always help children understand what is expected of them. For example, when children kneel on chairs, staff remind them of how to sit correctly. Where children ignore these requests, staff do not pursue this. As a result, other children copy this unwanted behaviour, which does not help them learn what is expected of them.

Leaders have a clear process in place to monitor attendance. They work with parents to help them understand the importance of regular attendance and how it may have a positive effect on their children's development.

Children's welfare and wellbeing: Strong standard

Leaders and staff are highly responsive to all children's needs and prioritise children building secure attachments with their key person. This helps children who are new to the setting quickly settle and feel safe and secure. Leaders consistently support children's health and wellbeing. Children are provided with nutritious meals and fresh drinking water. They readily wash their hands after using the toilet and before they eat. This helps children develop positive hygiene practices. Leaders work closely with parents and carers to ensure they provide their children with healthy lunch boxes. Staff create a calm, comfortable environment for children who need to rest. They regularly check that children remain safe while they sleep.

Children have lots of opportunities to develop their physical skills. They use their leg muscles as they confidently push themselves along on ride-on toys. Others are supported to practise their balancing skills as they walk along an obstacle course. Staff provide words of encouragement and hold children's hands as they walk across planks. This helps children gain the confidence to walk across the planks by themselves.

Leaders prioritise children's safety. They ensure children learn about being safe in the sun, for instance. Children know they need to wear hats and use sun screen and staff provide drinking water outdoors to help children stay hydrated. Children are provided with shaded areas, so they can continue their outdoor play.

Leadership and governance: Expected standard

The setting has undergone recent changes in leadership. Newly appointed leaders have ambitious plans for the setting and are clear on their expectations for the provision. They are proactive in their approach and are supporting all staff to enhance their knowledge of working with young children. Leaders recognise that further support is needed to help staff implement the newly developed curriculum more consistently.

Leaders fully consider staff's wellbeing and workload, ensuring that support is available when needed and expectations are realistic. This helps maintain a safe and positive environment for everyone. Leaders ensure staff receive regular supervision, mentoring and training. Staff say they enjoy working at the setting and feel well supported by managers.

Leaders and staff work closely with parents and carers to ensure children, who face barriers to their learning, receive appropriate and targeted support. They communicate with parents daily and share ideas and strategies so children can continue their learning at home. Parents are positive about the care their children receive at the setting. They say their children are welcomed at the setting and are making new friends.