Yaqadoodle Forest Preschool

Inclusion: Expected standard

Staff are quick to identify the needs of all children. They are proactive in making referrals and consulting parents to put strategies in place. Staff are reflective of these strategies and adapt them where necessary. For example, they use objects of reference and single words for children who speak English as an additional language.

Staff show an awareness of how to adapt activities to meet the different abilities of the children, particularly those children with special educational needs and/or disabilities. They are responsive to the way children approach the activities and extend their experience in different ways. Staff continually plan activities that are based on their children's likes and dislikes, always wanting to create an engaging and inclusive environment. For example, a cars area was created, and many different vehicles have been introduced to meet children's interests and encourage high levels of engagement.

There is a thorough transition process in place for all children. This is very much child-led. Staff work closely with parents and families, getting to know them so that children are comfortable and have well-established relationships with staff from the start. Staff gather and share information with local schools, so that they can build relationships with the children to ensure a smooth transition.

Leaders work collaboratively with families to ensure additional funding is spent appropriately. Staff have a good understanding of the children's ability through assessment and spend funds based on the child's next steps.

Curriculum and teaching: Needs attention

Leaders have planned a curriculum that is very much child-led. Activities are planned around interests, so they are appealing to the children who enjoy their learning and play. However, staff are not always consistent with planning what they want children to learn now and next. Although assessment is used well and next steps are well considered, there is not always a clear structure to the sequence of learning. Staff use next steps when planning activities, but they do not always consider the skills required to achieve the set goal. Meaning that some children do not always extend their learning.

Much emphasis is placed on explanations when staff are supporting children. Both indoors and outdoors, staff use these to support children's understanding. However, staff do not always teach explicitly and learning can at times be incidental. Leaders are aware of the need to develop their immediate outdoor area to further provide opportunities for quality learning and have already taken some steps to achieve this.

Children in the setting are exposed to a language-rich environment where staff place a focus on communication and language. Where appropriate, children speak in full sentences and engage in quality interactions. During carpet times, staff use this to develop language skills. Younger children answer questions in short sentences, whereas older children engage in deeper conversations. These carpet times are interactive and are group discussions, so children are engaged.

All children are supported and encouraged to access planned activities. Where children may not be enthused, staff are mindful and will make adaptations to suit them. Staff take advantage of their location and use the local park for activities such as planting in the adopted flowerbeds.

Achievement: Needs attention

Children make some progress from their respective starting points. Staff are aware of the different rates in which children learn and make suitable adaptations. All children communicate appropriately and effectively with both staff and their peers.

Staff know of the progress the children make through tracking-systems. They identify next steps in children's learning based on children's interests. However, learning across all the different developmental areas is not always evident or used to consider what teaching will come next. Consequently, at times, some children are not given the chance to fully embed and extend learning.

As focus is placed on some areas of learning over others, there are at times discrepancies of what children know and can do. While children are equipped with some skills, they lack some knowledge to prepare them for the next steps in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have created a relaxing and respectful environment based on clear routines and effective structure. Staff promote positive attitudes and model positive interactions with each other. Children develop secure social and communication skills from this. Children build strong relationships with all staff, not just key persons, which are routed in the care and warmth shown to them. For children with special educational needs and/or disabilities this is particularly evident as they are comfortable to approach all staff and adults within the setting. Time is given to ensure all children receive the same quality interactions.

There are consistently high expectations for behaviour. Children learn to work together, take turns and share with each other. This is supported through staff taking time to explain appropriate behaviour to the children. Any incidents of conflict are quickly resolved. Staff support children to understand the impact of their actions and how best to resolve issues.

Leaders know their families well and work hard with them to overcome barriers. Attendance is recognised as important and leaders use what they know about families to support low attendance efficiently.

Children's welfare and wellbeing: Strong standard

Staff provide a safe environment for all children where they are confident and respectful. Children are comfortable with staff and confidently share their needs and wants, however, they always try to have a go themselves first. Children have developed high levels of self-care. They take pride in being tidy and clearing up after themselves, showing real ownership of the setting. Staff are kind and caring towards the children asking children if they need help or will provide equipment to encourage independence, such as a mirror when wiping noses.

Staff prioritise children's emotional wellbeing by discussing their emotions, always asking how they are and being quick to resolve any conflict in a courteous way. Explanations are provided so children can see different perspectives and develop their emotional intelligence and understanding of the impact of their actions. For children who are developing their language, picture prompts are provided so that they can still be heard.

Policies and procedures in place are consistently referred to by staff who prioritise children's wellbeing. These procedures are utilised so that all staff, including new, foster a kind and nurturing approach to caring for children. Children spend much time outdoors and understand the importance of physical health as well as healthy food choices at mealtimes. They eat a range of healthy meals and are encouraged to drink plenty of fresh water.

Leadership and governance: Expected standard

Leaders demonstrate an understanding of the context of the pre-school. They are aware of the setting's strengths and areas for improvement. For example, they have utilised the nearby park while they develop their immediate outdoor area. Leaders have ensured there is a clear vision for the setting, which all staff have invested in. Leaders understand that their curriculum is developing. They have put some measures into place to use what they know about their children and plan what they want them to learn. This is in its infancy and time is needed to adapt and embed practice to fully see its impact.

Leaders know their children and families well. Many staff belong to the local community, and they use this to their advantage. Partnerships with parents is effective. Many parents speak highly of the care provided for their children. Parents of children with special educational needs and/or disabilities report that they feel supported by leaders and there is open communication. Parents say their children are happy and enjoy coming into the pre-school.

Staff are happy and are well supported through continuous professional development and training. Staff collaborate with leaders to provide the best opportunities, keeping children at the heart of what they do.