Westcliff Pre School

Inclusion: Needs attention

Leaders are aware of the need for a graduated approach to support the learning and development for all children, including those with special educational needs and/or disabilities (SEND). However, a lack of knowledge and training means this is not understood by all staff. For example, children who enjoy physical play show an interest in balance bars but do not know what to do. They sit waiting, unable to ask for help. Staff do not react to this opportunity to support children's learning. Therefore, children lose interest and move away.

Staff get to know the children well and are aware of their individual care needs. Leaders now work closely with parents and seek early intervention as required. They ensure that additional funding, such as the early years pupil premium, is used appropriately. Leaders now monitor and evaluate the impact the funding has on outcomes for children.

However, while some children, including those with SEND, do receive support, there are times when children are not engaged for periods of time. This is because staff are often busy with routine tasks. Staff do not have a consistent approach to ensure meaningful and focused interactions that make a positive difference for children who need it most.

Curriculum and teaching: Needs attention

Leaders have identified weaknesses in the use of assessments of children's development and inconsistent teaching practice, which has had a negative impact on children's progress. However, assessments have now been completed to inform what children already know and what they need to learn next. Leaders have identified the need to strengthen staff's knowledge and understanding of how to implement a high-quality curriculum. A new curriculum that is designed to support children's interests and starting points is now in place. However, it is too soon to determine the impact for children's progress, including those with special educational needs and/or disabilities.

Children show enthusiasm to learn and try new things. However, the presentation of some activities does not capture children's curiosity or inspire children to explore. Staff's interactions to support children's learning are variable. Therefore, children are not engaged in meaningful learning opportunities. Staff support children's language development well at group time. Conversations take place about the weather, and children talk about how to stay warm. They discuss wearing gloves and drinking hot chocolate. They are thrilled with the praise they receive for their contribution to the conversation. Children complete simple mathematics as they compare size when discussing animals that live in cold places, such as polar bears. They respond positively to requests to find animals hidden around the hall. Children decide to use binoculars to help them.

Children show they know more and can do more, but a lack of a consistent approach and understanding of the graduated approach to learning mean that some children lose interest. This is because there is a lack of opportunity for children to use their knowledge and skills and extend their thinking.

Staff support children's personal, emotional and social development. They encourage children to learn the skills to independently take care of their personal needs, such as using the bathroom. Staff are kind and caring and offer children cuddles and reassurance. Children learn the importance of a healthy lifestyle during daily routines. They know to wash their hands before eating. Staff talk about healthy food choices and the importance of exercise and fresh air. Children enjoy their time in the garden and have opportunities to develop their physical skills as they run and climb.

Achievement: Needs attention

Overall, children make typical and steady progress from their starting points, such as in their social and emotional development and communication and language. Over time, they develop some skills they need for the next stage of their learning. Children communicate well in group conversations and confidently ask for help. They ask questions and predict what may happen in familiar stories. Children enjoy books and request that stories are read to them. They concentrate and talk about the pictures.

While assessments now in place provide a clearer picture of each child's progress, achievement is not yet consistent for all groups of children and particularly for children with special educational needs and/or disabilities (SEND). Weaknesses in how staff plan for children's learning and variations in the support they provide impacts on the progress some children make. As a result, children with SEND are not making the best possible progress.

Behaviour, attitudes and establishing routines: Needs attention

Leaders have established routines and expectations, such as self-registration, snack time and returning toys and tidying away. However, these are not consistently promoted, as staff are often busy with tasks rather than supporting children to understand what is expected. Therefore, children do not understand the self-registration process and do not learn the importance of caring for the things they use or the environment in which they play.

Leaders and staff have recently completed behaviour management training and implemented new strategies and approaches. These have had a positive impact on children's behaviour. Children understand the expectations in the pre-school. Children with special educational needs/and or disabilities (SEND) receive support to use resources and visuals to help them to regulate their feelings and understand expectations.

Staff now talk about emotions with children to help them express and understand how they feel. Leaders have introduced a 'calm area' with calming resources that help children to regulate their behaviour. Staff give positive messages to children about their behaviour. They use praise and encouragement to promote children's self-esteem.

Children feel safe, as they have formed close and trusting bonds with the caring staff. Staff are kind and build warm and responsive relationships with children and their families. Parents and carers are welcomed into the pre-school. Staff support them to ensure that their children regularly attend and arrive on time to start their day. A new key-person buddy system is now in place to support care and consistency for children, and in particular children with SEND.

Children's welfare and wellbeing: Needs attention

A well-established key-person system is effective, and parents and carers speak highly of their child's key person. Parents are warmly welcomed into the pre-school, and this provides a sense of belonging. Staff are responsive and attentive to children's personal care needs. They manage these well to ensure children's dignity and privacy. However, staff do not consistently encourage children to take responsibility for all their personal care needs, such as wiping their faces after eating, as staff do this for them. In addition, children are unsure what they should do and are not as well supported during preparation at snack and mealtimes. This means they are not as emotionally secure or engaging in meaningful learning at this time.

Recent risk assessments and updated policies mean that children play in a safe and secure environment. Leaders ensure that the pre-school is welcoming and an inclusive environment. Resources are readily available and easily accessible. Children develop their physical skills and enjoy fresh air as they have access to the garden throughout the day. They can run, play with water, dig sand and throw balls. Children are offered healthy snacks. Staff discuss the importance of healthy lunches with parents. They provide them with guidance to support them to make healthy choices.

Staff now support children's emotional wellbeing well. They have strengthened their knowledge through training opportunities, and behaviour management is positive and consistent. The provision of calm and cosy spaces also offers opportunities for children to sit calmly and relax if they choose to.

Leadership and governance: Needs attention

Leaders acknowledge and are aware that there are areas of the pre-school that need improvement. An action plan for development is in place. However, leaders new to the pre-school have not had time to implement and evaluate all changes to improve outcomes for children attending. While leaders and those responsible for governance understand their responsibility and roles, an effective system to support and monitor development of the pre-school is not yet effective to lead improvement quickly enough. This means that children do not always benefit fully from their experiences at pre-school.

Positive partnerships with parents and carers are established, which does support children's care. Leaders work hard to support practitioners and develop a strong team. However, recent changes in the pre-school have had a negative impact on practitioners' wellbeing. That being said, practitioners are happy and speak positively of their role. They have some opportunities for professional learning. However, this is not sufficiently targeted to improve their practice.