Tillingham Pre-School

Inclusion: Strong standard

Leaders and staff know children exceptionally well. They are attentive to their needs and swiftly identify support to ensure all children have effective strategies in place.

Leaders and staff proactively identify barriers that children and families may face. They prioritise working with other professionals to ensure that appropriate strategies are in place. Leaders are in regular contact with other professionals to extend support to children and families and provide supportive intervention.

Leaders and staff have a strong key-person system in place to support all children to make progress. They identify how to support children to make progress in their learning and development. For example, staff discuss the training and support they receive to keep up to date and relevant in practice. This helps them to extend their knowledge and expertise to swiftly support gaps in children's learning.

Leaders ensure that funding is targeted appropriately, including for disadvantaged children, to meet their individual needs. All children have effective support plans in place. Partnerships with parents are strong to ensure children make progress and receive the early support they need. Leaders and staff implement robust processes to ensure children have the best possible experiences in their learning and development.

Curriculum and teaching: Strong standard

Leaders and staff plan an ambitious curriculum for all children. Children have ample opportunities to develop their physical skills. Children experience a 'daily mile' walk to explore the world around them. Leaders and staff teach children the importance of road safety. They build children's experiences by role modelling how to cross the road and to look left and right before manoeuvring. This helps to build strong independence skills and awareness of risks.

Leaders and staff develop meaningful connections with children in their play. Children benefit from high-quality interactions to develop their communication and language. Leaders and staff ask children open-ended questions to extend their thinking. Children have time to think and respond, becoming confident communicators in their play. This creates further opportunities for children to learn new words.

Leaders and staff have high expectations for every child and ensure all children have access to a range of activities and experiences. They fully understand some of the barriers that children and families may face and offer opportunities to extend their experiences. For example, children access various ways to explore outdoors to contribute to their overall health and wellbeing. This helps children to become active learners in their play.

Achievement: Strong standard

Children show a love for learning new words at every opportunity and increase their interactive skills with their peers. They direct their reading by turning pages on their own and talking about what they have heard and read. Children extend their vocabulary through a love of reading. This helps them to securely build foundational knowledge and make the best possible start in their learning.

Children have strong desires to practise their physical skills. They access a wide range of opportunities to explore the outdoors and show curiosity about the world around them. Children learn the skills they need to develop resilience and perseverance. For example, children show impulses to try new challenges outdoors when climbing equipment to develop new skills in tasks. This helps them to develop a positive attitude in their learning and sustain high levels of concentration in their interactions and play.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff thoughtfully create an environment that positively supports all children's learning and development. Children experience a home-from-home environment and have plenty of opportunities to carry out independent tasks. For example, children collect their own cups to pour drinks and prepare snacks on their plate. This helps children to develop a positive sense of self and build their independence skills.

Leaders and staff are warm and caring. They nurture children's emotional development through a strong key-person approach. They are positive role models and encourage children to understand the importance of cooperation and listening to others. This helps children to regulate their emotions, fostering positive relationships.

Leaders and staff build strong partnerships with parents. They prioritise working in collaboration to ensure children access their entitlement. There are robust procedures to monitor attendance, prioritising children's learning and wellbeing at all times. Leaders and staff work with a range of professionals to ensure all children are supported, including those with special educational needs and/or disabilities. They monitor children's progress effectively from their starting points and share information appropriately. This helps to build effective strategies for children to support achievement in their learning.

Children's welfare and wellbeing: Strong standard

Leaders and staff build secure attachments with children and know them well. They help children to make choices to prioritise their wellbeing. For example, children choose activities to meet their interests and develop positive discussions in their play. Leaders and staff role model to children the importance of maintaining a healthy lifestyle. Children confidently wash their hands before eating and wash up their plates and cups. They demonstrate secure self-care skills as leaders and staff guide their learning.

Leaders and staff help children to become confident communicators and to learn how to stay healthy. Children inform leaders and staff of their own personal needs, such as toileting, and confidently carry out hygiene practices. Through respectful interactions and discussions, leaders and staff teach children to become increasingly independent to manage their needs. This helps to create a nurturing environment and build warm relationships.

Leaders and staff regularly reflect on children and families at pre-school. They ensure they remain up to date and relevant with information to meet children's individual needs. For example, leaders regularly share information with parents about upcoming events and healthy food choices to develop positive habits. This helps to prioritise children's health and wellbeing to contribute to their overall health.

Leadership and governance: Strong standard

Leaders have robust processes in place to ensure they prioritise children's learning experiences at pre-school from the very start. They continuously reflect on practice and make adaptations to consider strengths and develop areas of improvement through effective decision-making. Leaders and staff carry out observations to provide high-quality interactions and support continuous professional development.

Staff appreciate the extensive support they receive from leaders and the committee. They receive regular supervision and have ample opportunities to discuss their progress and development. Staff morale is high, and they demonstrate deep enthusiasm in their role to develop their knowledge and skills. Leaders carry out in-depth inductions and training to ensure staff understand their role and responsibilities. This contributes to positive staff wellbeing.

Leaders work closely with parents to establish strong partnerships. Parents value the seamless efforts leaders and staff make to get to know children and prioritise their interests. For example, parents report that they receive regular communication in various ways. Leaders and staff ensure they are readily available to share information. This helps parents to feel confident in the quality of care their children receive.