Finch Nest Preschool

Inclusion: Strong standard

Staff make a sustained difference to children who face barriers to learning. They identify emerging needs quickly and put the right support in place. Daily observations, focus weeks and support plans are used effectively. Staff understand children's starting points and what they need to learn next.

Children receiving additional support make positive progress because help is timely and consistent. Leaders monitor progress closely to ensure this is sustained.

Staff adapt interactions skilfully. Children benefit from targeted modelling, small-group sessions and clear communication strategies. This includes the sensory room and interventions such as the Bucket Sessions, which support communication, language and social skills. These are clearly linked to children's individual targets. Children's enthusiastic involvement shows the positive impact on their development.

Leaders rigorously monitor progress. They review support plans and work closely with parents, carers and external agencies. Additional funding is used thoughtfully and checked carefully to ensure it makes a sustained difference to children's outcomes.

Curriculum and teaching: Strong standard

Leaders have designed an ambitious and inclusive curriculum that reflects the setting's curiosity-led ethos and the unique opportunities of the farm environment. The curriculum is carefully sequenced across both rooms, beginning with sensory-rich experiences for younger children. This progresses to more structured learning that prepares older children well for school. Leaders know the quality of education in depth and make well-judged decisions to strengthen practice. Recent training in communication and language has improved staff modelling, vocabulary use and consistency across the setting.

Teaching is consistently strong. Staff use high-quality interactions to build children's language, thinking and confidence. They introduce rich vocabulary linked to children's interests. For example, when children explored natural materials, staff extended their ideas by introducing words such as 'habitats' and 'nocturnal'. Children's ideas are valued. For example, when children explored real fruit and vegetables in the role-play area, staff encouraged them to describe textures, tastes and healthy choices. Staff sustain children's curiosity through non-fiction books and purposeful questioning.

Mathematical learning is woven through routines and play. Children compare sizes, identify shapes hidden in shredded paper and anticipate patterns on the interactive whiteboard. Early writing is promoted effectively through sensory trays, pipettes, dough discos and role-play opportunities. Teaching is adapted intelligently. Staff use observations, focus weeks and support plans to shape learning so that children of different ages and stages can access the curriculum fully.

Achievement: Strong standard

Children make strong and sustained progress from their starting points. Communication and language develop rapidly. Children confidently use new vocabulary when naming animals, describing fruit and vegetables and talking about the weather and seasons. Those with emerging needs show clear improvements in attention, engagement and expressive language.

Younger children develop secure physical and sensory skills. They explore materials with increasing control, pull themselves to stand and use equipment to strengthen fine motor development. Older children apply mathematical knowledge independently, counting during songs, comparing quantities in play and anticipating patterns during daily routines. Early writing skills are developing well. Children use a wide range of mark-making materials, write their names on artwork and create letters using loose-parts resources.

Children with barriers to learning make steady and sustained progress. Adaptations are timely and purposeful, and leaders monitor impact closely. All children are well prepared for their next stage of learning, showing curiosity, independence and secure foundational knowledge.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established a calm, respectful and nurturing culture. Children feel secure and show positive behaviour and attitudes to learning. Staff model expectations, treating children with respect. Children help peers, take turns, say 'please' and 'thank you' to each other and even to the virtual-assistance device. This demonstrates embedded respect and social understanding.

Children settle quickly and confidently. Routines are predictable and purposeful. As a result, children are engaged in their learning and develop positive relationships with others.

Routines support children's independence. For example, younger children are offered choices of aprons at mealtimes. Older children serve their own food and pour their own drinks. A daily 'helping hands' is responsible for helping set and clear the table for lunchtime. They show pride in this role and consider who should do the job next.

Interventions to support behaviour are positive. Children work with others, sharing, turn-taking and developing social skills.

Leaders understand the importance of attendance and take evidence-led action to anticipate and address barriers to attendance. They are proactive and work closely with parents and carers and in partnership with external agencies. This helps to establish and maintain positive routines.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are consistently prioritised across the setting. Staff know children extremely well and use this understanding to provide calm, sensitive and highly responsive care. Predictable routines and warm, nurturing interactions help children feel safe, secure and valued throughout the day.

Secure and trusting attachments are evident throughout the setting. Babies and young children confidently seek comfort and reassurance from familiar adults, who respond promptly and sensitively to their emotional needs. Staff support children effectively to recognise and regulate their emotions. There is particularly strong support for children with special educational needs and/or disabilities and those requiring additional emotional regulation support. These children benefit from timely, well-matched interventions, including access to the sensory room and small-group support. This enables them to engage positively in learning and play.

Daily routines promote children's independence, health and wellbeing. Children develop strong self-care habits through handwashing, toileting and toothbrushing routines, and they are supported to make healthy choices at mealtimes. They demonstrate increasing independence in serving food, pouring drinks and managing personal care. Mealtimes are calm and social occasions, with clear expectations that support children's confidence and security.

Children develop a strong sense of belonging within the setting. They form positive friendships, cooperate during play, and show care and consideration for others. The sensory-rich environment and targeted support ensure that children with emerging needs are fully included and supported effectively. As a result, children demonstrate high levels of emotional security, engagement and wellbeing.

Leadership and governance: Strong standard

Leaders have a detailed and accurate understanding of the setting's strengths and priorities. They use this insight to drive continuous improvement. For example, leaders identified an increase in children needing support with communication and language. In response, leaders commissioned targeted training, introducing small-group interventions and strengthening staff modelling. This has led to more consistent practice and clear improvements in children's expressive language and engagement.

Leaders are reflective and responsive. They have embedded predictable routines across both rooms, which has improved children's emotional security and independence. The creation of the sensory room shows how leaders use evidence about children's emotional regulation needs to enhance provision. This space is now used daily to support children who benefit from quieter, structured opportunities to settle and refocus.

Staff wellbeing and workload are managed thoughtfully. Leaders work alongside staff, ensuring they understand the demands of practice. The induction process is thorough and supportive. Newer staff describe how leaders model expectations, explain safeguarding procedures clearly and provide time to observe high-quality interactions. Leaders also secure training opportunities for staff at different stages of their development, building confidence and consistency.

Partnerships with parents and external agencies are strong. Leaders communicate effectively through newsletters, open events and regular discussions, ensuring families are well informed and involved in children's progress.