Towers Tiny Tots Pre School

Inclusion: Expected standard

Staff know the children and families very well. They have high expectations for all children. They identify needs quickly, ensuring that children with special educational needs and/or disabilities (SEND) are provided with individual help and support. Staff work closely with a range of other professionals to ensure that families receive further guidance where needed. They ensure that robust processes are in place to support children's transitions to school. These positive partnerships help reduce barriers to learning, ensuring that all children make positive progress from their starting points.

Leaders use funding effectively to ensure that they provide children with specific resources to help them feel included and join in. For example, staff purchase communication aids to help children with SEND make choices about what they want to do. This helps children to develop confidence and independence successfully. Staff receive quality training to support their understanding of children with SEND and implement this successfully in supporting children's specific needs and interests.

Leaders and staff work very closely with families, supporting them with applying for additional funding. Staff use assessment information to identify children's next development steps effectively, ensuring that these are shared regularly with parents. Staff routinely ensure that children's progress is reviewed and monitored. Parents are very appreciative of the support they receive to support learning at home.

Curriculum and teaching: Expected standard

Children make positive progress throughout the curriculum. Staff prioritise developing children's communication skills effectively, using assessment to ensure that they target gaps in learning. Children with special educational needs and/or disabilities and those who face other barriers to learning are provided with picture cards to help them understand the expectations of the setting. As such, children demonstrate a secure knowledge of the rules and routines. They put away their own things and help tidy up, developing important personal and social skills. Staff skilfully weave mathematical learning throughout activities. Children talk about different sizes when playing with toy animals outside and complete puzzles with staff. This supports children's thinking skills successfully.

Children are provided with well-planned experiences to support their wider skills. Children look forward to going to the nearby park, excited to climb and run. Other children eagerly settle for an interactive story, enthusiastically sharing their ideas about what might happen next. At times, some less confident children do not always get opportunities to share their thoughts, developing their confidence and communication skills further during these activities. This has an impact on their participation, confidence and communication development. Leaders recognise where they can support staff further to ensure that all children are supported in wider group activities. Staff prioritise developing children's understanding of feelings and emotions, supporting them to manage their own behaviour and develop friendships successfully.

Achievement: Expected standard

All children make positive progress from their starting points. Staff ensure that activities are planned to build on what children already know and can do. Staff review the environment daily, rearranging spaces to support individual needs. Children have favourite toys set up for them, and staff skilfully use these to interest and motivate children to learn to count and develop their language and vocabulary. Children with special educational needs and/or disabilities and those facing other barriers to learning are supported well to engage in play and make progress towards their next steps. Leaders and staff regularly review their support to ensure that it is helping all children to move forward in their learning and development. During their time at the setting, children develop independence skills successfully. For example, children wash their own hands before mealtimes, pour drinks and use cutlery with increasing confidence ready for their transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders develop an inclusive culture, where children and families are at the heart of what they offer. Staff ensure that the curriculum takes account of children's different needs and interests. They prioritise support for children with special educational needs and/or disabilities and those who face disadvantage and other barriers to learning. Staff work closely with outside agencies and professional partners to tailor support, offering flexible sessions for parents to ensure that they understand the importance of regular attendance in preparing children for school. Leaders offer to accompany families on school visits and support them with additional information to help them understand the process. This means children are well prepared for the next educational stage.

Staff are good role models. They are calm and patient in their approach, helping children to understand behaviour expectations and supporting them where needed to play alongside their friends. Children play and collaborate well with each other and have made firm friendships. They are respectful of their friends' needs. For example, children talk with their friends about what they may be allergic to and what foods they must avoid to keep them safe. Staff praise and encourage children regularly. For example, children delight in sharing their creative endeavours with favourite staff, who share in celebrating their achievements with them. This encourages children's positive self-esteem and wellbeing very well.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing is at the heart of this nurturing setting. Children with special educational needs and/or disabilities and those facing disadvantage and other barriers to learning are supported to flourish and thrive. Children arrive very happily, going immediately to favourite staff for cuddles. They demonstrate trusting secure attachments and high levels of emotional security. Leaders ensure that settling-in processes are individually tailored to children's and families' needs and changing circumstances. Transitions into the setting are very sensitive and supportive of children's emotional resilience. Staff work very closely with parents to build positive partnerships and offer families individual support, where needed, such as with toy and book swaps and signposting to food banks and parent sessions supporting the wider community.

Routines are consistently embedded and rigorously reviewed, ensuring that they are highly responsive to children's needs and circumstances. Leaders and staff know their children and families very well. Well-structured routines support children's understanding of positive mental and physical health. For example, children make healthy choices at mealtimes and talk about the importance of keeping themselves safe, making consistently positive choices. Staff support children incredibly well to understand and manage their own feelings, and, as such, children develop firm friendships, displaying kindness and care to their friends.

Leadership and governance: Expected standard

Leaders understand the setting's context and community well. They are committed to providing high-quality care and education. Leaders' self-evaluation identifies where staff may need further support to draw less confident children into group activities, and they have plans to support this. Leaders prioritise improving outcomes for children with special educational needs and/or disabilities and those who face other barriers and disadvantage. Leaders are well supported by the committee. These successful partnerships mean families are provided with effective support, information and guidance to help them prepare children for the transition to school.

Leaders support their staff well, providing opportunities for training and professional development to develop their confidence, skills and knowledge. Leaders monitor the effectiveness of this, using it to inform future support. Staff talk of the positive focus on their wellbeing and workloads. Relationships in the staff team are respectful, caring and positive. An open culture ensures that staff feel able to share any concerns and offer their thoughts and ideas. Leaders use feedback from parents and the wider community to refine and review practice and provision. For example, leaders organise informal drop-ins for parents to discuss their children's progress following parental feedback and have seen attendance increase. Parents appreciate the support in being able to attend, meet other families and know what they can do to support their children's next learning steps at home.