Watoto Pre-School

Inclusion: Expected standard

Leaders have created an inclusive culture where children, including those with special educational needs and/or disabilities (SEND), disadvantaged children and children facing other barriers to learning, are supported well. Early identification is a strength of the setting. Staff carefully identify and assess children's needs and put targeted support in place. Leaders monitor the impact of support and make adaptations where needed. This helps ensure that all children receive the support they need to make progress.

Leaders work closely with parents, external agencies and other professionals to secure timely support for children. For example, the local area SEND officer visits the setting and provides ongoing guidance and support. Staff use this support effectively and implement adaptations to meet children's needs. For instance, children benefit from a sensory room used for intervention sessions and to help self-regulate. Leaders provide relevant training to strengthen staff's knowledge of when children may require additional support. Each room has its own special educational needs and/or disabilities coordinator. This helps ensure a consistent approach to meeting children's needs and reducing barriers to learning.

Leaders use additional funding effectively to support children's individual needs. For example, funding helps provide healthy, balanced meals for children, supporting their health and wellbeing. Children who speak English as an additional language feel valued and included. Staff use visual prompts, books and key words in children's home languages to support understanding and communication. Staff that speak multiple languages provide additional support to help children access learning and settle confidently into the setting.

Curriculum and teaching: Needs attention

Leaders recognise inconsistencies in the curriculum and teaching and understand that staff require further support to implement the curriculum consistently. However, arrangements are at early stages and not yet effective. This means not all children benefit from high-quality teaching and interactions. For example, the busy layout during outdoor free-flow play means staff focus on supervision rather than extending learning through high-quality interactions. In addition, some staff do not use interactions to support and extend children's learning. This means children do not achieve the best possible outcomes.

Staff use observations and tracking effectively to assess children's development and identify their next steps in learning. However, the curriculum is not always implemented in a way that reflects these next steps. For example, staff place too much emphasis on children reciting and recognising letters of the alphabet before they understand their meaning and use. In addition, activities for younger children focus on mark making before they have developed the physical skills needed to support early writing. This means teaching is not always matched well to children's developmental stages. Children with special educational needs and/or disabilities are supported well. Staff identify their needs effectively and provide targeted support.

Staff support children's communication and language skills effectively. Children enjoy daily group, song and story time, where they develop language skills and recall parts of familiar stories. Children who speak English as an additional language benefit from targeted support. Many staff speak multiple languages and use children's home languages alongside English to support understanding and communication. This helps children feel included and secure. Children explore early mathematical ideas through everyday experiences, such as counting or using numbers in their play.

Achievement: Needs attention

Children make some progress from their starting points in learning and development. For example, they develop effective communication and language skills, listening attentively and expressing their ideas using an increasing range of vocabulary. Babies form warm, trusting and supportive relationships with staff, increasing their confidence. Children develop their independence by leading their own play, pouring drinks and feeding themselves. However, children do not typically benefit from high-quality interactions that build on what they already know and can do. This means children are not as well prepared for their next stage of learning as they could be.

Children with special educational needs and/or disabilities and those who are disadvantaged make steady progress from their starting points. Effective systems ensure that they receive the support required to make progress. This means gaps in learning reduce over time, and children develop increasing confidence in their play.

Behaviour, attitudes and establishing routines: Needs attention

Daily routines are generally embedded well. For example, children know to line up before mealtimes. Overall, leaders set appropriate expectations for children's behaviour. Staff respond promptly to incidents of poor behaviour to support children's wellbeing. However, inconsistencies in staff's approach to behaviour do not fully support children to develop positive attitudes to their learning and behave appropriately. For example, staff do not consistently provide children with clear explanations to help them understand why certain behaviours are not acceptable. At times, when children behave unkindly towards others, staff sometimes redirect play rather than helping children understand how their actions affect others. This means children do not typically receive the guidance needed to regulate their behaviour, understand expectations and develop a secure understanding of kindness, care and respect. At times, this leads to the environment becoming unsettled, which affects how well children engage in their learning.

Children form positive relationships with familiar adults and seek reassurance when needed. They respond positively to praise and guidance. Leaders promote the importance of attendance and punctuality with parents, helping children benefit fully from the curriculum. Children, including those with special educational needs and/or disabilities, are supported well. Appropriate adjustments are made to ensure that all children can access routines and develop confidence alongside their peers.

Children's welfare and wellbeing: Needs attention

Children are generally encouraged to follow practices that promote their health and wellbeing. Staff support children to learn about good oral hygiene through conversations and brushing their teeth each morning at the setting. However, hygiene practice is not always fully effective. For example, facilities for children to dry their hands are not always provided. This means, at times, children use their clothing instead. This does not support children to maintain effective hygiene before eating. In addition, leaders do not yet fully promote healthy food choices with children and parents. For instance, some children eat crisps from their packed lunches during morning snack rather than being encouraged to eat healthier options.

Despite this, children benefit from a safe and welcoming environment where they form secure attachments with familiar staff. Key staff know children well and provide responsive care that meets individual needs. Children with special educational needs and/or disabilities and children who face other barriers to learning are supported well. Staff follow clear procedures to meet children's care, dietary and medical needs. This helps children feel safe, included and well cared for.

Overall, children are supported to recognise and manage their emotions through stories and conversations. This helps them develop positive emotional wellbeing. Staff provide reassurance and comfort when children need support. This helps children feel emotionally secure. Children benefit from daily opportunities for fresh air and exercise. This supports their physical development and wellbeing. Staff follow children's sleeping, feeding and care routines appropriately to meet their individual needs.

Leadership and governance: Needs attention

There have been significant changes to leadership arrangements since the last inspection. Leaders demonstrate a clear commitment to improving the setting and have a broad understanding of its strengths and areas for development. For example, leaders recognise inconsistencies in the curriculum and teaching. However, they do not yet have a precise enough understanding of the actions needed to address weaknesses swiftly and secure sustained improvement. Those responsible for governance maintain oversight of the setting and work with leaders to identify priorities for improvement.

Leaders are mindful of staff wellbeing and take steps to ensure that workloads remain manageable. Staff feel supported and speak positively about the support available to them. For example, staff receive in-the-moment feedback from room leaders. This includes reminders to build silence into interactions with children. Staff attend regular supervision sessions, training days and staff meetings. These strengthen staff's knowledge of key topics, such as safer sleeping and eating. Leaders are considering ways to target professional development more sharply to address weaknesses in practice and improve teaching consistently.

Leaders build positive relationships with parents and other professionals. This helps children settle well and ensures that appropriate plans are in place for those facing barriers to learning. Leaders seek parents' views through daily conversations and feedback opportunities, helping families feel informed and valued. Parents comment positively on the regular updates they receive about their child's day, including online photos and daily communication.