Top of the Hill Pre-school Ltd

Inclusion: Strong standard

Leaders and staff expertly identify the needs of all children, including children who have special educational needs and/or disabilities and those in receipt of additional funding. Additional funding is used effectively to support all individual needs. This includes providing children with experiences in the wider world, such as trips and outings.

Staff rigorously assess each child's progress and ensure they plan to meet their individual needs. Staff make effective adaptations to ensure all children reach their full potential. For example, staff adapt activities at the weekly forest school so that they too can engage and learn from the unique activities. Leaders and staff provide children with individual support where beneficial. For example, when there are larger group activities, children who require more support are provided with more focused activities. All children are extremely well supported to make progress from their starting points through individual teaching and learning carefully thought out by staff.

Staff and leaders have strong links with outside agencies and families. They share and implement ideas and strategies. For example, they use a range of techniques to help children learn about how to manage their feelings or communicate their ideas. This includes using signing and activities that teach children about emotions. Staff complete training specifically to meet the needs of children who attend the setting.

Curriculum and teaching: Expected standard

Leaders and staff have a comprehensive knowledge of the curriculum they have successfully embedded. Staff know all the children well, including what they have achieved since they started and what they are helping children to learn next. The curriculum is precise for individual children and is planned effectively for all learning environments. However, at times, learning has the potential to be extended. For example, when children enjoy doctors role play, they use a stethoscope and call it a hearing aid, and staff do not correct or extend learning further. Children enjoy their varied and interesting experiences. However, staff do not consistently extend on what children know even further.

Staff support all children to develop their communication and vocabulary skills, including children with special educational needs and/or disabilities. For example, staff ask children thought-provoking questions and give them time to answer. They use effective ways to communicate, such as visual prompts and signing.

Staff support children to develop their mathematical skills. For example, children recognise numbers during activities such as hopscotch. Staff encourage children to gain confidence in their physical skills. This is demonstrated when children negotiate climbing and balancing obstacles confidently and safely.

Achievement: Expected standard

All children make progress in relation to their starting points because staff support children to develop skills to prepare them for their future learning. This includes children with special educational needs and/or disabilities and those in receipt of additional funding. For example, children use small focused games to develop their communication skills.

Children confidently communicate and are encouraged to respect each other and share and take turns. Children learn new vocabulary because they benefit from hearing a wide range of language from staff. This is demonstrated when children are enthusiastic during story and singing activities. Staff are dedicated to supporting all children to build on their knowledge and skills. This is demonstrated when children learn about different artists and art techniques as they draw and paint.

Behaviour, attitudes and establishing routines: Needs attention

Staff do not confidently ensure that high behaviour expectations are consistently embedded. This is demonstrated when staff do not support children to fully understand the consequences of their actions. For example, children throwing objects are told 'no thank you'. Although unwanted behaviour is addressed by staff, high expectations are not swiftly and consistently explained and therefore are not fully embedded.

Staff are skilful in swiftly identifying how to support children with special educational needs and/or disabilities. For example, staff engage children in smaller activities instead of large-group activities that they may find overwhelming.

All staff establish positive relationships with children. Children seek out staff for comfort and reassurance and enjoy showing them their achievements. Children enjoy the company and playful interactions with staff.

Staff closely monitor children's attendance and ensure they follow up on any unexplained absences. This helps them to highlight any concerning patterns. Staff teach children about other cultures. This includes cooking dishes from around the world and learning about traditions, such as henna. Staff support children to learn about people outside of their own communities and experiences.

Children's welfare and wellbeing: Expected standard

All children are settled and confident, including those with special educational needs and/or disabilities. Staff have successfully created a setting where children feel safe. Children are happy at the setting and are keen to engage in their learning. Leaders and staff have ensured that they have embedded an effective key-person system, which supports all children to feel secure. Staff plan learning experiences that they know children will enjoy, such as baking activities and outdoor experiences, such as den-making.

All children know the routines and are independent in managing their own needs, including toileting. Children talk about the importance of washing away germs during handwashing, and they discuss the benefits of toothbrushing. During mealtimes, staff talk to children about the importance and benefits of healthy eating and drinking water to keep hydrated. Staff support children to manage their emotions and feelings in appropriate ways. This includes using picture cards and resources such as puppets and books.

The setting has been awarded an accreditation in providing positive contributions to supporting children's mental health. This includes providing children with massage sessions to be able to help them to feel regulated and calm.

Leadership and governance: Expected standard

Leaders are evaluative and reflective on practice. They generally identify areas to develop and celebrate the changes they have made, such as establishing stronger partnerships with parents. Leaders have recognised the need to develop staff's confidence in managing new challenging behaviours that have arisen in the setting and intend to take swift action to support staff to manage challenging behaviour effectively and consistently.

Staff keep parents informed, such as routinely sharing children's achievements and next steps in their learning. Parents speak highly of the staff and the setting.

Leaders successfully support staff's wellbeing and help ensure that their workload is manageable. Staff have time to complete regular training to keep their skills current. Leaders and staff have regular meetings and discussions to highlight strengths and areas they can help each other progress in. Leaders carry out regular observations to monitor the quality of staff's teaching and interactions with children. This helps them to support staff in constructive ways to continue to develop their practice.

There are thorough risk assessments that are reviewed regularly to ensure the ongoing safety of children. This includes the use of cleaning equipment and the occasional interactions with the setting dog, 'Ralph'. Leaders fully understand and take seriously their roles and responsibilities to ensure they keep children safe.