Uttoxeter Pre-School

Inclusion: Expected standard

Leaders and staff know the children well and use ongoing assessment to identify their individual needs and decide what support is needed next. They draw on what they observe, the information they gather and conversations with families to recognise anything that may be getting in the way of a child's learning. Staff also work closely with parents, other professionals and specialist services, using their advice to put practical support in place. This means that all children, including those with special educational needs and/or disabilities or who may face barriers to learning, are able to join in with daily routines, access the curriculum and make progress from their starting points.

Staff keep children's support under review and adapt it as their needs develop. This helps children to grow in confidence, become more independent and feel that they belong in the setting. However, staff do not always seek advice promptly or make consistent use of the resources and agreed strategies available to them when concerns arise. As a result, some children do not receive the right support at the earliest opportunity, which limits their participation in the setting.

The setting uses additional funding thoughtfully to meet children's identified needs. For example, leaders have purchased a dark den and projector to create a calm, quiet space for children who need time away from the busier environment. This gives children somewhere to settle and regulate themselves before returning to their learning and play when they are ready.

Curriculum and teaching: Expected standard

Leaders have planned a broad curriculum that covers all areas of learning and helps children prepare for what comes next. Staff know the children well and adapt activities to suit their starting points, interests and needs. This includes making suitable adjustments for children with special educational needs and/or disabilities so that they can take part fully and build on what they already know and can do. Communication and language are woven through the day. Staff introduce new words and give children plenty of opportunities to talk, listen and share their ideas. The book of the week is also used to build on children's knowledge. For example, when a story is about animals, staff provide animals of different types and sizes so that children can compare them, talk about what they notice and develop their thinking. Families can also borrow books from the lending library to enjoy together at home.

Children have regular opportunities to develop their physical skills. They use the outdoor area each day and take part in activities such as dough disco and music and movement, helping them to build coordination, control and confidence. Staff teach mathematics through children's everyday play and routines. However, opportunities to develop mathematical understanding are not provided consistently across the setting. Children do not routinely count, compare quantities, notice patterns or hear and use mathematical language during their play. As a result, some children do not deepen their understanding or make the progress they are capable of from their individual starting points.

Achievement: Expected standard

Children make secure progress from their individual starting points. They explore the environment with curiosity and confidence, choosing activities and trying out their own ideas. As they become more independent, children select resources for themselves and return to familiar experiences to practise and build on what they have learned. Children, including those with special educational needs and/or disabilities or who may face barriers to learning, take part in experiences that reflect their individual needs. This enables them to join in fully, experience success and steadily develop their knowledge and skills.

Children show increasing concentration and understanding during activities such as 'What's in the box?' They listen carefully, wait to see what will happen and explain what they think they need to do. Children draw on earlier learning, share their ideas and use simple problem-solving skills to work things out. They are becoming more confident in explaining their thinking, persevering when something is difficult and taking pride in what they achieve. These everyday experiences help children to develop the communication, independence, knowledge and positive attitudes to learning they need for the next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Children are learning to treat others with kindness and respect, supported by the calm, positive example set by adults. They are encouraged to take turns, share resources and play alongside one another, helping them to build secure relationships and feel part of the group. Gentle reminders and regular praise typically help children understand expectations and recognise their achievements. They often hear encouraging phrases such as 'Well done' and 'That's good.' Adults also model good manners by using 'please' and 'thank you', and children are beginning to use these words in their own conversations. Familiar routines at arrival, mealtimes and transitions help children settle, know what comes next and approach the day positively. They are increasingly able to manage simple tasks for themselves and respond well when guidance is needed.

Regular attendance and arriving on time give children continuity in their care, learning and daily routines. Families receive clear information about the setting's expectations and why regular attendance matters. Children with special educational needs and/or disabilities are included in all parts of the day and supported to follow routines at a pace that suits them. When needed, children are given extra time, a quieter space, visual prompts or adapted support. These adjustments help them feel secure, join in comfortably and experience success alongside other children. Over time, they grow more confident in managing routines, communicating their needs and taking part in shared experiences.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are supported through clear policies and typical day-to-day practice. The effective key-person system means that staff know children well. Children build secure attachments, settle confidently and seek reassurance from familiar adults when they need it. Families can access the setting's policies and receive updates through the online app when changes are made, so they understand how children are kept safe and well. Good hygiene is generally part of the daily routine. Children wash their hands at appropriate times and are encouraged to manage aspects of their own personal care, such as wiping their noses. This helps them develop healthy habits and become increasingly independent.

Mealtimes are calm and sociable, giving children time to talk, practise good manners and develop their social skills. Children with special educational needs and/or disabilities are supported to join in, with suitable adjustments made to meet their individual needs. Healthy eating is encouraged through packed lunches that follow the setting's guidance. Safe eating practices are well established. Children remain seated and finish the food in their mouths before leaving the table, and a member of staff sits with them throughout the meal. Children also learn about oral health through meaningful play. They use mirrors and toothbrushes to explore how to clean their teeth and sing songs about brushing away germs. Staff who oversee sleeping arrangements have completed relevant training and understand how to help children rest safely and comfortably.

Leadership and governance: Expected standard

Leaders have plans and ambitions for the setting. Established recruitment procedures ensure that all required checks are completed to confirm staff suitability. A clear induction helps new staff understand their roles and responsibilities from the outset, supporting typical practice across the setting. Leaders support staff through regular supervision and appraisal and take account of their workload and wellbeing. Ongoing training further strengthens practice and helps staff provide support for children. For example, specific training in special educational needs and/or disabilities (SEND) gives staff greater confidence in making appropriate adjustments, helping children to take part fully and feel included. Staff describe the leadership team as supportive and say that leaders are always available when they need advice or reassurance. This helps staff to reflect on their practice, discuss any concerns and understand what is expected of them.

Leaders know the children and families who attend the setting well and have built positive, trusting relationships with them. Parents describe leaders as approachable and value the way information is shared. They know they can speak to leaders if they need advice or wish to raise a concern. Links in the local community also broaden children's experiences. For example, children visit local shops, including the optician, to build on their learning, and the setting has developed links with nursing homes and local schools.

Partnerships with local schools support children as they move on to the next stage of their education. School staff visit the setting, and children are given opportunities to visit their future schools. Transition reports are completed, and relevant information is shared carefully, helping receiving staff to understand each child's needs. This supports children, including those with SEND, to feel secure, confident and well prepared for the change.