Warmsworth Community Pre-School

Inclusion: Expected standard

Leaders create an inclusive culture within the setting and the wider community. Staff know all the children in their care well. They build bonds with babies and children from the start and accurately assess their needs and achievements. Staff identify any gaps in children's learning at an early stage and work closely with parents to plan the next steps in children's development. Leaders ensure that children with special educational needs and/or disabilities (SEND), as well as disadvantaged and vulnerable children, receive the support they need to develop the skills and experiences that underpin their learning. For example, leaders carefully target the use of additional funding to address children's greatest areas of need, including emotional, sensory and physical development.

Leaders and staff regularly review the progress of children with SEND to ensure that planning closely reflects their ongoing learning and development needs. They work in partnership with other professionals, including local authority inclusion staff and speech and language therapists, to ensure that targets for children's learning are appropriately challenging, realistic and achievable. Parents value staff's knowledge and understanding and are reassured by the support their children receive. They warmly appreciate the progress their children make.

Curriculum and teaching: Expected standard

Leaders have developed an ambitious curriculum that sequences learning across all areas of babies' and children's development. They support staff through modelling and targeted training to improve the consistency of teaching and learning. As a result, babies and children are purposefully and actively engaged in their learning, and the curriculum increasingly prepares them well for the next stages of their development. However, on occasion, staff do not make the most of opportunities to deepen and embed children's learning further. For example, they do not always question children closely enough to check their understanding of new ideas or vocabulary.

Staff place a strong emphasis on developing children's communication and language skills. They build learning around a core of carefully chosen songs and books, helping to create memorable experiences that support the development of knowledge and vocabulary. For instance, babies and young children confidently sing 'The Grand Old Duke of York' as they walk in a line to the outdoor area and climb on slides and climbing equipment. Older children talk about the characters in their favourite stories and follow increasingly complex storylines.

Staff also support children to develop their early mathematical skills and vocabulary. Babies begin to recognise simple patterns of 3 as they hear phrases such as 'ready, steady, go' or count to 3 during play. Older children apply their counting skills in play, for example accurately counting shells and sea creatures in their sea-themed activities and matching them to written numbers.

Achievement: Expected standard

All children, including those who are disadvantaged and those with special educational needs and/or disabilities, make positive progress from their individual starting points. They are prepared well for the next stage in their learning, including starting school. Babies settle confidently and develop their personal, communication and physical skills that form the foundations for their future learning. For example, children build their mathematical vocabulary as they place wooden animals 'on top', 'below' and 'behind' each other. Older children learn new vocabulary and explore the habitats of jungle animals as they complete large jigsaws and read stories together. Children benefit from support that helps them to build increasingly securely on what they already know and can do.

Behaviour, attitudes and establishing routines: Expected standard

Children, including those with special educational needs and/or disabilities, are courteous and friendly and behave well throughout the nursery. Since the last inspection, leaders and staff have strengthened daily routines and the organisation of regular activities to promote consistently positive attitudes and behaviour. For example, staff carefully manage transitions from child-initiated activities to adult-led learning so that all children remain engaged and involved in their learning.

Staff are warm and encouraging role models. For example, they sing along with children as they tidy away and purposefully praise them for their teamwork and care. As a result, children are proud of their efforts and eager to work and play together. Staff build nurturing bonds with babies and young children that help them to feel safe and confident in their surroundings. For example, staff work closely with parents to understand daily sleeping and eating routines to support babies to feel relaxed, refreshed and eager to learn.

Leaders set clear expectations for children's attendance and punctuality. As a result, children attend regularly and parents know the procedures for reporting and managing absences. Staff work proactively with families who occasionally struggle to bring their children on time to help them sustain their positive attendance.

Children's welfare and wellbeing: Expected standard

Leaders and staff have a clear focus on promoting children's welfare and wellbeing and have a full understanding of any welfare concerns of the community they serve. Leaders have taken steps to sharply develop routines to build children's independence and personal management. For example, children take increasing responsibility for preparing and sharing their fresh and nutritious food at snack times. They pour their own drinks and slice fruit and other food, which also contributes to children's physical skills. There is scope to further extend these independent skills, particularly for the oldest children.

Staff support children, including those with special educational needs and/or disabilities and those who may face barriers to learning, to recognise, understand and manage their emotions. They provide sensitive guidance and carefully planned support to help children develop self-regulation and positive relationships with others. For example, staff break learning into small, manageable steps for children who find sharing or taking turns difficult. Through consistent modelling and gentle encouragement, children learn to develop patience and begin to recognise the needs and feelings of others during play and group activities.

Leaders and staff help babies and children develop their personal health, hygiene and safe play. They help children to build a positive appreciation of the importance of handwashing. For example, staff support babies to wash their hands and watch staff wash their own hands after each nappy change to build early appreciation. Older children learn about how washing thoroughly keeps germs away.

Leadership and governance: Expected standard

Leaders, working closely with the local authority early years team, have undertaken a thorough review of the provision and secured sustained improvements. They have strengthened the nursery's management structure so that staff have clearer roles, responsibilities and accountability. As a result, daily routines are well organised and curriculum planning effectively supports children's learning and development. Leaders recognise the importance of continuing to prioritise staff training and curriculum development so that learning experiences are further deepened, embedded and enriched for all children.

Leaders place a strong emphasis on staff wellbeing and welfare. Staff feel included in the nursery's ongoing development and are well supported through clear expectations, regular communication and professional development opportunities. Consequently, staff morale is high and colleagues feel valued and respected within the team.

Leaders and staff have a strong understanding of the community they serve. They work closely with parents, the local authority and other early years professionals to ensure that children with special educational needs and/or disabilities, as well as disadvantaged children, receive effective support. Parents value the regular and detailed communication they receive about their children's progress and achievements, along with helpful guidance on how they can support learning at home.