Wingham Pre-School

Inclusion: Expected standard

Leaders implement effective tracking and monitoring of children's learning and development. This ensures they can quickly identify any children who may require additional support. Staff have clear strategies in place to provide focused assistance where needed. For instance, they implement targeted plans. This helps to narrow any gaps and ensure that each child achieves their full potential. Leaders recognise the importance of working with parents and other professionals to ensure that children with special educational needs and/or disabilities (SEND) and barriers to learning receive the support they need to thrive.

Leaders and staff are committed to ensuring children receive the support they need to ensure they settle into the preschool. They have an in-depth understanding of each child and their home circumstances. Leaders and staff are highly skilled at identifying and assessing the support children require. They put in place targeted support, such as small-group work and focused activities. This helps to ensure all children, including those with SEND and those who face barriers to learning, receive the support they need to make progress. For example, staff use pictures and sign language to support children's communication and language development. However, at times, some planned activities do not fully support children in maximising their learning experiences to help them achieve.

There is a real sense of community within the setting. Leaders have regular discussions with parents to support home learning and to provide continuity of care and learning, further helping all children succeed.

Curriculum and teaching: Expected standard

Staff effectively plan an engaging curriculum that focuses on children's interests and developmental stages to support children's learning. For example, staff help children settle by making sure their favourite toys, such as cars and tractors, are available. They create a nurturing environment where children can make informed choices about their play activities. Staff provide numerous opportunities for children to explore books and develop a love for words and reading, both indoors and outdoors. For instance, they encourage children to predict what will happen next while reading a story about a flying dog.

The children participate in a variety of child-initiated and adult-led activities. For example, they learn to add the right amount of water to dry mud, transforming it into a lovely, sticky mixture as they prepare their friend's dinner in the mud kitchen. Staff use praise to acknowledge children's achievements while engaging in activities like using real tools, hammering nails, and safely sawing wood. However, the leaders do not always effectively review how staff plan adult-led activities to ensure they meet the needs of all children. As a result, not all children benefit equally from the activities to ensure they maximise their learning.

Communication and language are a primary focus at the preschool. Staff join in children's conversations to help them as they learn to focus and concentrate as they interact with others. They use large group activities to support children's listening and attention skills. However, at times these sessions can be too long, leading some children to lose focus and become distracted. Staff have a clear focus on supporting children to learn through play and on making sure children, including those with special educational needs and/or disabilities and those who face barriers to learning, enjoy their time at the preschool.

Achievement: Expected standard

All children make typical progress from their starting points. They are inquisitive, busy learners who are excited to come into the preschool to interact with staff and peers. Children are encouraged to become confident communicators who make progress across all 7 areas of learning. However, some adult-led activities do not always provide sufficient support for those children who may need more guidance.

Children enjoy making marks in the sand as they explore patterns and discuss the shapes they create. They are particularly fascinated by the designs left in the sand by shaped rolling pins. Children understand the daily routines and enjoy greeting their friends and singing songs during carpet time. However, the leaders do not always recognise when large-group activities extend too long, causing the children to become distracted and lose focus.

Children have a wealth of tactile resources to support their sensory development and fine motor skills. They enjoy the feel of paint on their hands and experiment by painting the dome of ice in the water tray, investigating the colours they make as they mix the paint. Children develop their imagination and independence as they engage in role play, helping to dress the dolls, feed them, and remind everyone to be quiet while the dolls sleep.

Behaviour, attitudes and establishing routines: Expected standard

Leaders understand the importance of providing a nurturing environment for children's development. They have built warm and trusting relationships with both the children and their families. The staff effectively support all children, ensuring they feel safe and secure. They have established clear rules and boundaries, and the staff serve as positive role models. As a result, the children are exceptionally kind and eager to help. For example, they help water the plants they are growing in the garden. Staff remind children about how to keep themselves and others safe. They explain where the children can ride their tricycles in the garden and discuss the importance of not leaving small building blocks on the floor at home, as babies might put the pieces in their mouths.

During story time, staff make effective use of narratives to help children recognise emotions. For instance, they discuss how a little dog feels at school when his friends doubt his ability to fly. Staff support the children as they learn to share and take turns, such as taking turns using a large hammer. They teach children how to use a sand timer, helping them understand that when the sand reaches the bottom, it is tidy-up time. However, leaders do not always ensure that routines and some adult-led activities help children to remain focused and develop concentration.

Children's welfare and wellbeing: Expected standard

Staff prioritise children's physical and emotional wellbeing in their practice. They provide all children with an inclusive environment. This helps children feel safe as they explore and learn about the world around them. For instance, staff take children on outings in their local area to visit shops and places of interest. They teach children about the community they live in.

Overall, staff help children develop their social skills, build their independence, and learn how to stay healthy. For example, children pour their own drinks and recognise the importance of staying hydrated, especially in hot weather. The staff provide the children with a range of opportunities to develop their physical skills. For example, they take managed risks as they climb and balance on beams and stepping stones. The children particularly enjoy joining in with the yoga activities, which help them develop their emotional resilience and confidence.

The leaders and staff are aware of children's dietary needs and understand the importance of being vigilant when children are eating to ensure they stay safe. However, some daily routines do not meet the needs of all children, as some children are not fully engaged and lack focus, limiting their achievement.

The leaders have built positive relationships with parents and work with them to ensure children have healthy, nutritious snacks and lunches. Staff ensure that children understand the importance of washing their hands before eating and after using the toilet to promote good personal hygiene.

Leadership and governance: Expected standard

The preschool is a registered charity managed by its trustees. During the inspection, Ofsted noted that the provider had not informed them of all the trustees registered with the charity. The provider is now fully aware of the responsibilities associated with their registration. This had a minimal impact on children at the preschool as the preschool had followed safer recruitment procedures to check the suitability of the trustees. There is no further action to be taken.

The leaders have a clear understanding of the preschool's strengths and areas that require improvement. They have recently adjusted their admissions process to include younger children throughout the day. However, the leaders do not consistently monitor daily routines or review planned activities to ensure they meet the needs of all children and enhance their learning experiences.

Leaders are dedicated to working closely with families and external professionals. They ensure that children with special educational needs and/or disabilities, as well as those facing barriers to learning and well-being, receive the necessary support they need to reach their full potential. They effectively utilise the additional funding they receive; for instance, they have purchased extracurricular activities such as yoga to promote children's mental health and boost their confidence.

The staff team is well-established and receives strong support from the leaders. Staff members undergo regular supervision and have opportunities for professional training. For example, some staff have recently completed their designated safeguarding lead training to ensure they are aware of their statutory duties to protect children. The leaders recognise the importance of maintaining manageable workloads for staff and focusing on their emotional and physical well-being.