Tiddlywinks Preschool

Inclusion: Expected standard

Children with special educational needs and/or disabilities (SEND) are typically well supported. Their individual needs are identified swiftly and accurately and staff gather detailed information from families before children start. This means they have the relevant information they need to meet children's individual needs from the outset. When necessary, leaders seek professional advice and implement this effectively within the setting. They work in partnership with parents and carers to ensure continuity of care to support each child.

Children with SEND are supported by on a one-to-one basis, by staff who are guided in their roles by leaders. Staff regularly observe children with SEND, have a secure understanding of their current developmental levels and are responsive to each child's changing needs. Tailored strategies are in place to support children with SEND to make progress from their starting points. This ensures barriers to learning are reduced and children receive targeted support that reflects their individual circumstances and needs. Additional funding is used effectively to support children's individual needs and parents are involved in decisions about how funding is used.

Curriculum and teaching: Needs attention

The newly-established leadership team recognise that further improvements are needed to ensure all children receive consistently high-quality education. While leaders have appropriate ambitions for the curriculum, implementation is inconsistent. Staff know their key children well, use appropriate assessment and generally understand where they are in their learning. However, some staff do not yet consider how to build on children's existing knowledge and skills when planning activities. In addition, interactions during play are not always focused on what children need to learn next to develop their knowledge and skills. This means that curriculum delivery is not effective enough to support all children to make consistent progress. The impact of the weaknesses on children with special needs and/or disabilities is minimal due to the one-to-one support they receive throughout the day, as this is fully targeted to their individual needs.

During play, staff interactions are warm and encouraging. Staff support children's early mathematical understanding by prompting them to count forwards and backwards, use their fingers to represent numbers and use size related language. Children are provided with opportunities to develop their physical skills through activities such as dough play and planting. They regularly take part in activities alongside their peers, which helps them learn to share, take turns and begin to develop early teamwork skills.

Achievement: Needs attention

Not all children achieve consistently well in all areas of their learning to give them the secure foundational knowledge they need as they move on to school. Children's skills and knowledge do not always build and develop rapidly over time and learning is often incidental. Although they do not always make consistent and sustained progress, children show an interest in activities, generally remain engaged in them and are happy to have a go. The impact of weaknesses on children with special needs and/or disabilities is minimal and they generally make typical progress in their development and learning.

Children develop a love of books and strengthen their communication skills through well-planned story and rhyme sessions. They have regular opportunities to practise their physical skills in the outdoor area and during activities such as making 'dinosaur food' with play dough. They enjoy creative experiences such as making marks with chunky crayons and using glue sticks.

Behaviour, attitudes and establishing routines: Expected standard

Children are cared for in a calm environment where effective key-person relationships help them to feel secure. 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 with each other. Children join in one another's games, play cooperatively and demonstrate a sense of belonging. They benefit from predictable daily routines, such as getting ready for snack or moving between indoors and outdoors. Staff know children well and help them to settle quickly during transitions. Leaders work with parents and carers to promote the importance of regular and prompt attendance.

Leaders and staff typically have high expectations of and for children's behaviour. These expectations are generally understood by children of different ages and followed appropriately. When behavioural incidents occur, staff respond calmly and swiftly, ensuring issues are resolved quickly. Staff use praise effectively to reinforce positive behaviour and encourage children to make the right choices.

Although some activities are not always planned in line with children's next steps or abilities, children display positive attitudes to learning. They remain engaged, show enthusiasm and 'have a go' in their own way.

Children's welfare and wellbeing: Expected standard

Leaders and staff place an emphasis on supporting children's welfare and wellbeing. Children enter the setting confidently and are eager to engage in their day. Children enjoy their time at the setting and have access to a wide range of activities. Effective procedures ensure that key persons build positive relationships with families and share information about children's development. Parents and carers are welcomed into the setting which helps children who are feeling unsettled to develop confidence. Children form secure bonds with staff, smiling and laughing with them during their play. Staff treat children with kindness and respect and are positive role models. Children are supported to recognise, express and manage their emotions.

Hygiene practices are in place and children show increasing independence as they help themselves to bowls and cups, pour drinks from teapots and serve their own food during snack time. Leaders work in partnership with parents to ensure the food from home in packed lunches is healthy and nutritious. Children benefit from opportunities to be physically active in the outdoor area of the setting.

Leadership and governance: Needs attention

The leadership team at the setting has recently changed. Leaders strive to deliver high-quality care and education. They are reflective and are aware that improvements are necessary to raise the quality of education to a high level for all children. They have considered how to achieve this and have started implementing their ideas. A programme of training, support and mentoring has been introduced to strengthen staff's practice. However, these plans are still in their early stages. While they are beginning to make a difference, changes are not yet fully embedded to ensure improvements happen quickly enough.

Leaders build effective partnerships with parents and carers, providing continuity of care and education. Parents value the support they receive and speak positively about the setting, leaders and staff. Leaders ensure secure communication, enabling parents to remain well informed about their children's development and wellbeing. Staff enjoy their roles and feel well supported. They are proud to work at the setting and benefit from professional development opportunities. Leaders encourage staff to enhance their skills through further qualifications. As some staff are new, leaders are mindful of their workload and provide ongoing support. This results in children being cared for by happy and motivated staff.