Toddleswood Pre-School

Inclusion: Expected standard

Leaders and staff foster an inclusive environment where all children are welcomed. Staff identify children's individual needs swiftly and ensure that children who need additional support receive targeted help. They adjust the environment and implement appropriate strategies to reduce barriers to children's learning. Typically, this ensures that children make relevant progress. Leaders use additional funding effectively, purchasing resources to support individual needs. Staff use knowledge gained from training. For instance, staff use a specialised screening programme when children start, to identify speech and language barriers early so they get the right support upon joining the nursery. Staff understand the importance of timely referrals to ensure that support is in place to help with children's transition to school.

Leaders and staff make differences to the children and families in their care effectively. The setting has a range of children that attend that face barriers to their learning, including those with special educational needs and/or disabilities, those who are known (or previously known) to social care and disadvantaged children. Leaders take the time to understand each family's unique needs and support them well throughout their time at nursery and after they leave. Leaders acknowledge that further work and enhancements to professional development are needed to strengthen all staff's knowledge on supporting children's diverse needs. Leaders and staff work well with other professionals to promote a shared approach to meeting children's needs. For example, they have implemented movement breaks to support children's engagement and behaviour based on external professional recommendations.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that is well sequenced and reflects children's interests and the community it serves. Staff plan exciting activities based on children's learning needs that promote curiosity. They know what they want children to achieve. Staff prioritise interacting effectively with children, introducing new vocabulary, role modelling and building on children's understanding of concepts through discussions. On some occasions, staff do not always recognise when some younger children need further support to engage in activities. During these times, younger children receive less-quality interactions with staff. Overall, children benefit from teaching and learning in all areas of development.

The focus on children's personal, social and emotional development is evident, as children are confident and kind and play cooperatively. Children are supported in developing early mathematical understanding, within adult-led focused activities and when weaved into play. Early literacy is promoted well through book sharing, mark-making opportunities and activities where children act out stories and share their ideas in small groups. Staff ensure that all children have the early sensory experiences they need.

Generally, assessment is used effectively to support children's progress. Staff know their key children well and can confidently discuss their development. Next steps in learning are clearly displayed in each room, helping staff to plan activities and experiences that build on developmental needs. Staff typically make appropriate adaptations to ensure that activities and experiences meet the individual needs of all children and support inclusive learning.

Achievement: Expected standard

Children make typical progress from their individual starting points. Children facing barriers to their learning develop increasing confidence in their communication and language skills. Children use language to play collaboratively. They demonstrate confidence and resilience in challenges. At times, younger children are less engaged with staff within the environment, which impacts their engagement. However, all children receive the support they need to progress towards the next stages in their learning.

Children recognise their own name and know how to hold a pen correctly. They recognise numbers on dice and count out loud up to 10. They recognise when they need support to resolve conflict and seek an adult to help. Children are independent. They enjoy making choices of what to play and demonstrate excellent balance and coordination. Children, including the most disadvantaged and those with special educational needs and/or disabilities, develop new skills in small progressive steps.

Behaviour, attitudes and establishing routines: Expected standard

Leaders promote high, yet realistic, expectations for children. They typically have established routines, and this supports most children to understand boundaries and behave well. During mealtimes, staff remind children of behaviour expectations, but they are not yet enforced consistently to ensure the best possible behaviour. Leaders recognise this and acknowledge the need to strengthen this practice. Staff regularly remind children of classroom rules and why they are important. For example, they are asked not to run inside, as they may bump into something and hurt themselves. This helps children understand and learn about consequences.

Staff know the children well and how to best support individual children. Leaders work with families to share the importance of attendance by reminding them of the benefits of their children attending. Staff role model kindness and respect. They have embedded strategies to support positive behaviours. For instance, they use a poster that children can put their pictures on, which signals to an adult they want support, if the adult is busy. This promotes positive attitudes to learning such as waiting for their turn, good listening and patience. Children are well supported to manage and resolve any disagreements. Staff role model negotiation skills and support children to come to a resolution. This helps children to learn to play collaboratively.

Children's welfare and wellbeing: Strong standard

Staff consistently support children to develop age-appropriate knowledge that they need to stay safe. For example, staff explain that the rainy weather has meant the floor outside may be slippery, so they should take extra care. Children are extremely well supported to develop an understanding of their physical abilities in the outdoor space. For instance, they take supervised risks, climbing, balancing and hanging from equipment. Leaders are highly responsive to different family needs and children's circumstances. They adapt the routines to meet the needs of children with special educational needs and/or disabilities and/or other barriers to learning. Staff support children to brush their teeth daily. This much-loved part of the day helps them build long-lasting healthy habits. Children are supported to recognise and manage their emotions. Leaders provide healthy snacks and work in partnership with parents to support healthy lunches from home. Staff teach children about the importance of healthy eating through planned experiences. For instance, children grow fruit and vegetables in the garden and practise cutting them up, giving them the opportunity to smell, explore and taste new flavours. All children gain the self-care skills needed to be very well prepared for the next stage of their education, including school. Children are independent in wiping their own noses, toilet training and washing their hands. Robust procedures and risk assessments are in place to ensure children's safety.

Leadership and governance: Expected standard

Leaders have created a warm and welcoming setting that is valued by families in the local community. Since the previous inspection, leaders have ensured that all staff have strengthened their behaviour management practices, which has improved outcomes for children. Leaders have responded to what they know about local health concerns and ensured that the welfare and wellbeing of children is a priority. Leaders understand what makes this setting unique. They recognise the high levels of children attending with special educational needs and/or disabilities, as well as wider challenges within the community. As a result, children receive tailored care and learning that reflect their individual circumstances.

Leaders typically demonstrate their ability to correctly identify the strengths of the setting and reflect on areas for improvement. They are currently working with local primary schools to make transitions for children more effective. All staff receive supervision and complete required training. Leaders generally ensure that professional development is aligned to identified weaknesses and target training to support these. However, they do not always evaluate closely enough whether training has the intended impact on staff's knowledge and skills. Parents and carers are very positive about the setting. They comment that their children love attending. Parents particularly value the experiences children have in the extensive outdoor area, which they recognise positively impacts their children's wellbeing. Parents say they are kept up to date with their children's progress and feel valued by leaders.