Waltham Leas Pre-School

Inclusion: Strong standard

Leaders have implemented extremely effective arrangements to support all children, including children with special educational needs and/or disabilities (SEND). Staff deliver a curriculum, with the help of external professionals, to ensure that the individual needs of all children are identified and assessed accurately. Leaders and staff work very well with families to ensure that all children's individual needs are met fully. Support plans are regularly reviewed by leaders, alongside multi-agency professionals, to ensure that all children are consistently making the best possible progress.

Additional funding is used effectively by leaders. For example, they regularly adapt and develop the environment to ensure that the setting is inclusive and supports all children, including disadvantaged children. Staff have created imaginative outdoor spaces for those children who prefer to learn outside. In addition, children independently access an indoor sensory area where they can explore and have the time that they need to self-regulate and to work through any frustrations or behaviour issues.

Leaders and staff access a wide range of training and development opportunities, which enhance their skilled approaches to inclusivity. As a result, all children, including children with SEND, gain the skills they need to move on to the next stage of their education.

Curriculum and teaching: Expected standard

Leaders plan the curriculum with care, and it covers all seven areas of learning. This helps prepare children for their next stage of learning. Staff place a focus on building friendships through play. Staff join in, encourage children to take part and plan activities that reflect children's interests. This helps children grow in confidence and develop secure social skills. Children make progress in their learning and development. Staff carefully plan experiences for children that enable them to gain physical control over their bodies. Children demonstrate dexterity as they use templates to draw shapes. The well-resourced outdoor area offers challenges with elements including balancing and climbing, which helps children develop coordination and gross motor movements. Staff ensure children exercise energetically and explore in all weather. They carefully sequence the development of fine motor skills across the setting. For example, babies make marks in sand while older children use thin pencils to create artwork.

Overall, staff plan engaging adult-led activities. For example, children enjoy creating large structures with blocks and incorporating wheeled vehicles. However, on occasion, staff are not clear about the intended learning outcomes during their planned activities. At these times, children do not benefit from teaching that precisely targets their next steps in learning.

Achievement: Strong standard

Staff use robust assessments, including the progress check for children aged between 2 and 3 years, to track children's ongoing development accurately. This ensures that all staff know what children can do and what they need to learn next, allowing them to identify gaps swiftly and create clear next steps. As a result, all children, including children with special educational needs and/or disabilities, gain the skills they need to move on to the next stage of their education. Children are confident communicators and express their needs to staff clearly. They independently access their favourite storybooks and talk to staff about why they enjoy the story. Children are developing their physical skills and core strength as they persevere with climbing outside and catching balls. They are very focused in what they enjoy doing and confidently access a variety of activities that interest them. Children achieve their milestones across all areas of learning.

Behaviour, attitudes and establishing routines: Strong standard

Children settle in and behave very well in this setting. Staff support and encourage children's positive behaviour, and they act as positive role models. They take time to explain the expectations and what is happening next. Staff support children to share resources and take turns. Minor disputes about resources are settled very quickly with the aid of sensitive staff. All children quickly follow instructions and listen carefully. Children demonstrate skills of taking turns and managing emotions. Curriculum delivery is carefully designed to help each child to build confidence in learning new skills, turning small challenges into opportunities for building confidence and resilience. All children build friendships with others as staff skilfully encourage them to interact with each other.

The key-person system is well embedded and supports children in meeting developmental milestones effectively. Staff provide an individually targeted approach to intimate care routines for younger children, fostering trusting relationships. Staff treat children with respect. They talk in calm and low voices, seek the views of children whenever possible and show them genuine care and affection. This contributes towards an environment where children feel safe and happy. Leaders ensure that children are punctual and that their attendance is rigorously monitored, helping children to access all learning opportunities, settle quickly and make consistent progress.

Children's welfare and wellbeing: Expected standard

Children develop warm relationships with kind and nurturing staff, who know them well. The effective key-person approach ensures that children form secure attachments with staff. Children are supported in developing independent self-care and hygiene habits, with low-level sinks available in rooms for handwashing. With support from staff, babies and toddlers are encouraged to eat their meals using cutlery with increasing independence. Older children are encouraged to pour their own drinks at mealtimes. Children benefit from healthy nutritious meals prepared on site. Allergies and intolerances are well catered for. Healthy lifestyles are promoted, such as the importance of oral health. Staff ensure safe sleep and safe eating practices are implemented.

Staff support children's personal development, particularly their independence, effectively. However, during routines times, such as mealtimes and sleep times, leaders do not organise staff to fully focus on learning activities and interacting with children. As a result, some children become frustrated and distracted.

Leadership and governance: Expected standard

Leaders ensure that staff have an understanding of their roles and responsibilities. Staff report that they feel supported and respected. Staff training needs are identified through regular supervision sessions, and staff feel confident in seeking support from leaders when needed. This open culture contributes to a strong, cohesive team. Staff are happy and state that they feel that their wellbeing is supported by leaders.

The leadership team adopts a reflective and hands-on approach, consistently striving to improve outcomes for all children. However, leaders' current approach to self-evaluation and improvement does not always clearly identify priorities. It does not always target improvements with a clear and ambitious vision for providing the highest quality of care and experiences for children.

Leaders have established an inclusive culture where all children, including those who are disadvantaged and children with special educational needs and/or disabilities, are identified swiftly and supported effectively. Leaders work in partnership with parents and professionals to secure support and interventions for children as needed.