Waterton Pre Schools - Wrenthorpe

Inclusion: Expected standard

Staff complete a variety of assessments in line with the requirements of the early years foundation stage. This helps them to identify any gaps in children's learning and if further support is needed. Additional assessments, where required, focus on children's specific needs, such as communication and language or sensory needs. Staff put in place a range of strategies to support children who may require more tailored support. Leaders monitor these strategies to ensure they are having the desired impact. Those with oversight for children with special educational needs and/or disabilities have an appropriate understanding of the support available and plan to access additional training. They work closely with other professionals to seek specialist support where required. For example, staff work with the area special educational needs coordinators and social workers. This helps to provide a shared approach to children's care and learning. Staff have access to a range of training opportunities. This ensures they can support children with a variety of developmental needs. Leaders have oversight of all children who require additional support or who face other barriers to their learning. They ensure any additional funding is used appropriately for the children it is intended for. Additional resources have been purchased to support children's communication and language skills based on their current interests.

Curriculum and teaching: Expected standard

Leaders and staff plan a well-sequenced curriculum. This is centred around supporting children's communication and language. The setting takes part in initiatives to further develop children's understanding of books and stories. Each week, stories are read to children in small groups. Staff use a guide to ask questions about the book to ensure children understand the content of the story, building early literacy skills.

The curriculum builds on what children already know and can do. For example, babies explore sand trays with plant pots and spades before planting seeds in soil. These activities support children's physical development. During activities, staff focus on a number of key words to support children's developing vocabulary.

Mathematical concepts and skills are taught through children's play. Staff talk about the weight of items, using words such as 'heavy'. During activities, staff support children to count items such as pom-poms within their pictures. They extend activities by discussing the properties of shapes, such as looking at how many sides a square has.

Staff know children well and understand how to adapt and adjust activities to meet all children's needs. This includes those who may require additional support. Staff complete regular assessments to identify gaps in children's learning. They use these assessments to plan engaging and exciting activities.

Routines throughout the day are typically well planned to maximise learning opportunities. However, there are times when staff's attention is diverted. For example, at mealtimes, staff focus on supporting children who are eating. While this is appropriate to ensure children's safety, current arrangements mean that those children who do not sit down for lunch do not benefit from the otherwise high-quality teaching.

Achievement: Expected standard

All children make steady progress across the areas of learning. This includes children who face barriers to their learning. Children confidently use a range of words within their play and develop an appreciation of stories and books. Younger children develop counting skills and an understanding of number through nursery rhymes.

Children develop a range of skills that generally prepare them for their next stage in learning. They are learning how to take care of their needs. For example, children learn to wash their hands using soap before mealtimes, and some children enjoy pouring their own drinks. Children develop the skills they need to unzip their coat independently.

Children develop a range of gross motor skills while climbing and negotiating space in the outdoor area.

Behaviour, attitudes and establishing routines: Expected standard

Staff have high expectations for children's behaviour. They remind children of the rules and expectations of the setting. Staff deal with any incidents when children find it challenging to share and take turns. They guide them in a calm and caring manner that is appropriate for the child's age and stage of development.

Nurturing staff are good role models to the children. Staff and children have formed positive relationships with each other. Attentive staff in the baby room sit with babies for cuddles before they go to bed. This helps babies to feel secure. Older children confidently approach adults for help and support. Staff support children to work out challenges for themselves. This helps to foster positive attitudes towards their learning. They encourage children to continue to try with a task, even when they find this difficult.

Routines throughout the day are typically well planned. Children understand what is expected of them. For example, they know to line up before they go outside to play. Refining lunchtime routines will help make the most of children's learning time.

Leaders understand the importance of punctuality for children's sessions. They work with parents to ensure children attend their planned sessions on time. This helps to establish routines before children begin compulsory education. They follow up any non-attendance in line with their policies and procedures.

Children's welfare and wellbeing: Expected standard

There is an effective and well-established key-person system. This helps children feel safe and confident in the environment. Staff use stories such as 'The Colour Monster' to support children to recognise and express their emotions. Before children start, staff visit their homes to support the transition process. Sensitive care routines further support these relationships. For example, staff explain what they are doing when they approach babies to wipe their noses. Staff teach children how to keep themselves safe within the setting. For example, staff demonstrate how to use scissors safely, and children are reminded that they have sharp edges and need to be used carefully. Children of all ages benefit from outdoor learning and activities. Leaders have identified where they can improve the outside environment, particularly for babies. Leaders and staff work with parents and children to provide healthy messages around screen time. They provide advice and guidance to parents on how this can be reduced, if necessary, at home. Some children are provided with healthy and balanced meals, provided by the adjoining school. Other children bring packed lunches in from home. More work with parents around the healthy eating policy is needed to ensure children's lunch boxes are healthy, balanced and suitable.

Leadership and governance: Expected standard

The setting has undergone several changes since the last inspection, including the introduction of a baby room. Leaders have a clear understanding of the provision. They understand the setting's strengths and acknowledge where they can make improvements.

Leaders have a clear development plan in place. For example, while babies currently have access to the outdoor area and enjoy exploring outside, leaders are developing the area further to ensure maximum learning opportunities for the babies. In addition, they are looking at how the setting can be more sustainable and grow their own fruit and vegetables.

Leaders have a clear understanding of the pressures on staff and are mindful about their wellbeing. Staff report positive wellbeing and are provided with a range of support to equip them in their roles. They benefit from regular meetings with leaders to identify their own strengths and areas for development. Staff have access to a range of training courses. This ensures their knowledge and skills remain up to date and they are kept abreast of any changes within the sector. Leaders are proactive in looking for ideas for additional support to put in place, such as initiatives to further develop children's communication and language skills through stories.