Whizz Kids Pre-School

Inclusion: Expected standard

Since the last inspection, leaders have reviewed how they identify children's needs early through a well-planned set of observations and assessments. They carefully use baseline assessments and effective screening to identify any additional support children may need. Leaders and staff work collaboratively with parents and other professionals. This helps to create support plans to help children meet their next steps in their learning and development. Leaders monitor children's progress and regularly review children's progress alongside the children's key person to ensure that they adapt the provision where needed.

Staff are proactive in applying for additional funding where required. They use this funding effectively to support children's development. For example, staff implement early interventions, such as language bags with a focus on developing children's communication and language skills. Children with English as an additional language are confident at the setting. Staff typically ensure that they target their interactions to further their language skills, but this is variable in children's chosen play. That said, children with special educational needs and/or disabilities make steady progress from their starting points.

Leaders have improved opportunities for staff to engage in ongoing training opportunities. For instance, staff have attended training focused on children's individual needs, in particular how to support children in their learning and development. Staff share information with parents, so the support can be continued at home. This provides consistency for children and enables them to make continuous progress in their development.

Curriculum and teaching: Expected standard

Leaders have supported staff to typically support them to strengthen the curriculum since the last inspection. Staff place a high priority on children's physical, personal, social and emotional development. They use regular assessment to monitor progress from when children start at the setting.

Staff use their observations to plan next steps and adapt activities to meet individual needs. Leaders have sought training to develop their understanding of how to support children with special educational needs and/or disabilities (SEND). Typically, all children, including those with SEND, make secure progress in their learning and development. However, staff do not always consider precisely how to support children with English as an additional language to make swift progress in their communication and language.

Overall, stories and songs are embedded in daily routines. Children sing confidently as they learn about the days of the week and weather. Staff teach them about how plants grow and help children to measure the height of the plants. This helps children develop their early mathematical concepts. Younger children take part in a story bag activity and engage well. This helps children to practise vocabulary and remember familiar songs. Older children choose books independently and enjoy sharing stories with staff.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities (SEND), make secure progress from their starting points. Children with SEND benefit from precise and targeted support that enables them to access learning and make inspiring progress alongside their peers. However, children who speak English as an additional language do not always benefit from frequent opportunities to hear language throughout their play. Older children speak with confidence. They join in activities, learn new vocabulary and increasingly use language to express their needs and emotions.

Children demonstrate growing independence and self-confidence. They know to wash their hands before mealtimes and take themselves to the toilet. Children demonstrate strong physical development as they walk, run and skilfully learn to ride tricycles. Overall, children develop the skills they need for their next stage of learning, in readiness for their transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create an environment where expectations for behaviour are generally understood. Children form warm relationships with staff, who respond with warmth and reassurance, when children need a little reassurance. Generally, staff support children to understand their expectations of behaviour by giving gentle reminders as they play. This helps children learn how to play alongside others and cooperate. However, expectations for behaviour are not always reinforced consistently during transitions between activities, meaning routines are not always as calm and orderly as they could be. At these times, some children are less certain about what is expected of them and can become a little overexcited when they are unsure about what is happening next. This occasionally limits opportunities for children to fully regulate their behaviour and move smoothly between activities.

Children are engaged, and they demonstrate positive attitudes to their learning. They join in with group singing and stories sessions, where they follow instructions and participate alongside their peers. Staff consider children's age and stage of development, providing them with smaller groups to take part in. This helps children benefit from the intent routines in the day. Staff place importance on children's attendance and punctuality. This ensures that all children, including disadvantaged children and those with special educational needs and/or disabilities, are supported to maintain routines.

Children's welfare and wellbeing: Expected standard

Children build warm attachments with their key staff and separate with ease from their parents as they arrive. Furthermore, children with special educational needs and/or disabilities (SEND) receive responsive support to meet their individual needs. Staff use strategies, such as visual aids, to help children select their food at snack time. They provide plenty of reassurance and talk to children about their emotions. This generally helps children manage transitions and develop their emotional security.

Children, including those with SEND, have ample opportunity to exercise. They love being outside in the fresh air. Staff talk to children about keeping their bodies healthy, including after physical activity. They teach children about being safe as they jump and climb on the equipment. This helps children learn how to keep themselves safe. Children follow good hygiene routines as they wash their hands before snack time. Staff gently remind them of the importance of using soap. Children demonstrate an independent understanding of making healthy choices. They recognise that different fruits and vegetables have nutritional benefit. This helps children learn healthy habits for the future.

Leadership and governance: Expected standard

Since the last inspection, leaders have identified plans for improvement and sought support from their local authority early years adviser. They identified ways to gather more information from parents when children start at the setting and also to ensure that the key-person system is in place from when the children start their placement. This helps staff to identity any potential barriers to children's learning swiftly.

Leaders ensure that children who are eligible for any additional support or funding have timely referrals and create precise support plan to support their needs. This helps children, including children with special educational needs and/or disabilities (SEND), make rapid progress in their learning and development.

Staff report that they feel well supported by leaders who monitor their workload and wellbeing. They receive regular supervisions to review their work and identify their training and professional development needs. Staff have completed relevant training to develop their knowledge and skills to support children with SEND. Leaders recognise that the curriculum is typically well taught. However, the support for children who speak English as an additional language is in its infancy. As a result, teaching does not always reflect leaders' expectations. This means children do not always experience consistently high-quality interactions to support their communication and language.