Treasured Kids Preschool and Afterschool Club

Inclusion: Expected standard

Leaders and staff quickly identify children who require additional support in learning, applying their knowledge and training effectively. This means that children, regardless of their starting points, engage in learning that is suited to their individual needs. The leader for special educational needs and/or disabilities creates and reviews individual plans for children who are identified as needing additional support, alongside the staff's knowledge of the children's interests.

Leaders and staff communicate with outside professionals. They share with parents, and implement, the advice given, ensuring that children have continuity between home and the setting. Leaders and staff understand how to support children who speak English as an additional language. Support is offered through word sheets from parents that detail basic words in home languages. Children progress well with their communication and language skills with this in place. It creates comfortability and continuity.

Leaders have a secure understanding of additional funding, such as early years pupil premium, and use this funding to further support children in receipt of it. They provide specific resources for children's needs and interests. All children are prioritised by leaders and staff. Their learning is tracked from their individual starting points, reviewed regularly and given next steps to progress. This ensures that children are working towards the next stages in their development.

Curriculum and teaching: Expected standard

Leaders create a curriculum that covers all areas of learning, offering children of all abilities opportunities to progress and using their interests as an aspect of engagement. There is a clear focus on communication, physical and personal, social and emotional development. Staff understand and promote the curriculum through adult-led and continuous learning. While staff understand and deliver the curriculum, sometimes, consistency lacks in extending learning. This means that children do not consistently extend their thinking as far as they could because planned learning is not always built on effectively.

Staff have expectations for all learning and track children's progression from their starting points. Typically, staff ensure that learning is tailored to the children's age and stage during focus activities. This ensures that children are accessing appropriate learning for their age and stage. Leaders and staff arrange trips to the local library, encouraging the exploration of literacy. Leaders and staff also promote a monthly story, which is explored through reading and activities. Children have been introduced to the book 'Sam Plants a Sunflower', accompanied by a planting activity. Other areas of learning are integrated, such as counting, identifying shapes, the process of growing plants and the learning of new language.

Staff plan activities that support physical development, enhancing fine-motor skills, such as painting with a range of tools. Staff further support this by encouraging children to use utensils to serve snacks. This also helps children to enhance their independence.

Achievement: Expected standard

Children develop well for their age and stage because they engage in well-planned, adult-led activities and explore a thoughtfully designed learning environment. They are supported to be prepared for the next stages in life. Children learn hygiene routines. They remove and put on outdoor clothing independently and safely transition between rooms using embedded techniques, such as 'walking feet' and creating a 'train'.

Children who are supported with individual plans, or have other barriers to their learning, thrive from the staff's knowledge of their individual interests and next steps. This ensures that their development progresses from their starting points.

Children are given communication opportunities through daily routines and activities. They are introduced to new language that is appropriate to the learning activity, such as 'cavities' in dental role play. Later, children use this language in their play with each other, in context. While children are exposed to new language, staff are not consistent in extending learning further, meaning that children do not consistently secure deeper knowledge.

Behaviour, attitudes and establishing routines: Expected standard

Leaders promote consistent routines, such as arrival and departure. Children happily enter the setting, saying goodbye to their parent or carer. This demonstrates that the children are comfortable in their environment. Children respond to prompts and transition warnings, such as at tidy-up time, circle time and mealtimes. Established routines help children to understand what to expect next, especially those children with special educational needs and/or disabilities, other barriers to their learning and those still settling into the setting.

Children confide in staff during moments of need and show confidence in their communication with the adults who care for them. Children create positive relationships with others. They happily play together and collaborate effectively. Children treat each other with respect when playing and respond well to reminders from staff if conflicts arise.

Leaders monitor children's attendance appropriately. They contact parents and/or carers if children do not attend without prior notification. This helps parents to understand how regular attendance and punctuality contribute to their child's learning and wellbeing, encouraging them to prioritise consistent routines at home. Leaders promote the use of golden rules, such as 'good sitting' and 'listening', particularly during activities and circle times, which staff typically embed. However, not all staff are confident in implementing these throughout the day, resulting in a lack of consistency for children at times.

Children's welfare and wellbeing: Expected standard

Leaders ensure that the environment is welcoming and safe for children to explore. There are robust and effective risk assessments in place, which are understood by all staff. For example, there is rigorous supervision of children when moving through the community hall. Staff ensure that head counts are completed frequently and there are adequate staff available to support the process.

Children are offered a range of healthy snacks, such as fruit, and have the ability to choose and try new foods. This supports their understanding of healthy lifestyles as they learn to make nutritious food choices. Staff praise children for trying new foods and typically discuss the importance of healthy eating.

Staff ensure that hygiene practices are followed appropriately. Children are encouraged perform handwashing. They understand why and how they should do this due to effective communication and modelling from staff.

Leaders and staff support children with their physical health. They offer opportunities to explore resources, such as tunnels, stepping stones and building materials They also offer physical activity resources, such a football. Children engage in outdoor play by visiting local parks on occasions, which particularly support children with barriers to their learning.

Leadership and governance: Expected standard

Leaders are actively engaged in the day-to-day running of the setting and have clear expectations of what they provide for children and their learning. Leaders accurately and effectively identify the strengths of the setting and reflect on areas of improvement. Leaders create internal action plans, with input from the staff. These are implemented across the setting. Leaders also work with external agencies in the local authority to support positive changes. As a result, children are learning in an environment that is equipped to meet their needs.

Leaders have created positive professional relationships with all staff. They feel supported and understood in their roles. Leaders typically support staff in their development. They complete frequent supervisions with staff to provide feedback on practice, discussing strengths and areas of improvement. All staff complete compulsory training, which positively impacts children's wellbeing and welfare. However, leaders do not always ensure that training programmes are tailored to support the individual staff's needs, so that the quality of teaching can be strengthened.

Leaders have positive engagement with parents regarding child development, support and raising concerns. Parents are provided with weekly learning journals, including photographs, observations, next steps and updates on learning. Children benefit from the continuity of learning between the setting and home, positively impacting their progression. Parents positively praise the setting and leaders for the communication and support they offer, especially for children with additional needs and other barriers to their learning.