Finchley Reform Synagogue Kindergarten

Inclusion: Strong standard

Leaders and staff know the children and their families exceptionally well. They offer home visits, alongside bespoke settling-in processes. This enables them to gather detailed information about children's needs and, consequently, to accurately identify and tailor support for children from the start. Staff build on the accurate initial assessments through carefully monitoring, reviewing and identifying the next steps for children's learning. Leaders and staff have high expectations for all children, and those with special educational needs and/or disabilities (SEND) are supported extremely well. Staff make ongoing and thoughtful adaptations to promote their inclusion. For example, children's walking aids have been adapted to provide a surface for activities, enabling them to join in with their peers and remove barriers to participation. In addition, staff complete training that is closely matched to the individual needs of the children in their care. For example, they undertake courses to deepen their knowledge and strengthen their communication strategies when supporting nonverbal children. As a result, all children make steady and secure progress from their starting points.

Leaders use additional funding to enable children with SEND to take part in all learning experiences and make the best progress. For example, they work in partnerships with parents and external professionals to make sure to purchase the most appropriate additional resources to support children's development.

Curriculum and teaching: Strong standard

Children enjoy a wealth of opportunities for both self-directed and adult-led play, indoors and outdoors. The broad and interesting curriculum on offer promotes children's curiosity. Learning is carefully planned to build on what children know and can do, while also providing rich opportunities for them to explore and experiment. For example, children investigate how bicarbonate of soda reacts when mixed with vinegar and other ingredients, observing the formation of bubbles. When staff then offer them to make Challah bread, children immediately make a link with the previous experience, recalling the bubbling reaction they observed.

Staff engage children in thoughtful conversations that extend their vocabulary and help them make connections. For example, staff explain to children that strawberries are green when they are not 'ripe'. Staff nurture children's love of reading, bringing stories to life. Following 'Goldilocks and the Three Bears', children play with porridge, using different-sized pots and bowls. They observe and compare quantities, deepening their mathematics understanding while immersing themselves in familiar stories.

Children enjoy being active in the large and well-equipped garden. They climb, dig and make marks with chalks. They have the opportunity to develop a range of physical skills through careful trial and error. For example, they use crates and planks to create paths and learn how to distribute their weight to keep their balance.

Leaders have carefully designed the environment to promote children's independence skills. For example, different types of taps have been installed in the toilets to encourage children to practise different mechanisms. This supports the development of their self-care and fine motor skills through daily routines.

Achievement: Strong standard

All children, including children with special educational needs and/or disabilities (SEND), make evident progress in their learning. Children with SEND who previously struggled to communicate with adults are now able to make eye contact and accept interactions with their key person.

Children are highly independent and learn a wide range of skills. They consistently self-select activities of their choice from the inspiring environments. Children spontaneously line up to wash their hands before collecting their lunch box and sitting at the table to eat.

Children are excellent communicators. They confidently express ideas and engage in meaningful conversations with peers and staff. Children demonstrate curiosity, show sustained levels of concentration and persevere to learn new skills. For instance, they eagerly explore how to use a saw before carefully pushing and pulling it along a drawn line to safely cut wood. Children learn to be kind and helpful. As a result, they develop positive social skills.

Behaviour, attitudes and establishing routines: Strong standard

Children enthusiastically arrive and greet each other warmly in the morning. They are excited to see their friends, exchanging hugs, asking how they are and talking about what they will do together throughout the day. Children are highly motivated and lead their learning. They ring the bell to gather their peers for group time and collaborate to set up the resources needed without adult prompting. Staff encourage children to make choices during play. Children show high levels of concentration when preparing different coloured paints, which they then use to create a collaborative artwork. They show pride in their achievements as they talk to each other about what they have made.

Staff set clear boundaries and use positive behaviour management strategies such as praise, encouragement and shared thinking. As a result, children understand what is expected from them and behave consistently well, showing positive attitudes towards one other. For example, they readily share resources and include their peers in play. When minor disagreements arise, adults provide clear and gentle guidance to help children resolve issues appropriately.

Leaders promote children's attendance and punctuality. They follow up absences and work with parents to ensure they understand the importance of regular attendance for their children's learning.

Children's welfare and wellbeing: Strong standard

Secure relationships between staff and children are firmly established. Staff know children well and are responsive to their needs. Children enjoy including staff in their play and seek them out when needing reassurance.

Children have an excellent understanding of their own personal safety and make sure to act in ways that protect their friends. For example, children know which snacks are safe to bring into the setting and understand the importance of washing their hands not only before but also after meals to reduce the risk of cross-contamination and keep friends with severe allergies safe.

Staff promote healthy choices and safe eating habits. Children enjoy fresh air and outdoor play daily. Staff explain to children the importance of finishing chewing their food and swallowing it before they can go to play. Targeted strategies and reassurance ensure that children who face barriers to learning achieve the same expectations as their peers. For example, children who initially refused to eat at the table, now sit with their peers and try new foods.

Children learn the skills to explain how they feel and regulate themselves. For example, staff encourage children to engage in exercises like 'tiny seed and imaginary drop' that involve slow, controlled breathing and guided visualisation. This promotes body awareness and stress reduction.

Leadership and governance: Strong standard

The best interest of children and their families is a high priority at this setting. Leaders and staff are committed and reflective. They continuously adapt teaching strategies and make changes in practice to best support all children, including those who face barriers to learning, and meet their unique needs. For example, leaders introduced more mark-making opportunities in the garden to further support children who prefer to learn outdoor.

Leaders support staff to progress their career further by gaining higher qualifications. In addition, staff seek training opportunities to meet the changing needs of the children attending and provide effective support and care for them. As a result, teaching is of a consistent high quality and children thrive.

Partnerships with parents are excellent. Parents speak enthusiastically about the care and learning their children receive. They describe the individual attention that staff give to their children as 'extraordinary'. Parents are extremely pleased with the significant progress their children make at the setting.