Henley Pre-School

Inclusion: Strong standard

All children, including those who face barriers to their learning, make rapid progress from their starting points, enabling them to achieve their full potential. This is because leaders and staff embed high quality inclusive practice within this small, homely preschool. For example, staff gather robust information when children first attend. Initial and meaningful assessments of children's abilities and individual needs swiftly identify any gaps in learning or need for additional support. Leaders precisely, plan targeted support, implement strategies consistently and review progress regularly. This results in all children consistently achieving at a high level and being well prepared for their next stage in learning.

Children are supported to communicate through a well-embedded visual routine and the use of Makaton signing. These approaches ensure that every child understands that they have a voice, are valued and heard. Parents describe the support they receive as invaluable. They feel their children have flourished since attending. They say staff know their children so well and they make excellent progress as the support and encouragement they receive is 'amazing'. Leaders make use of early years pupil premium funding to provide additional resources to meet individual needs and close gaps in learning.

Curriculum and teaching: Strong standard

Children experience an inclusive well-rounded and sequenced curriculum. Leaders ensure this is meticulously planned, evaluated and understood by the knowledgeable team. This ensures all children including those with special educational needs and/or disability or have barriers to learning, make excellent progress. Staff provide children with inspiring invitations to learn that cover all areas of learning. Leaders ensure there is a sharp focus on promoting children's social, emotional development and speech and language. Children engage in activities that capture their imagination and curiosity and prompt lots of discussion. For example, children spend endless time using found materials to make dens and structures. Staff are skilful in the support they offer and encourage meaningful conversations as they work. Staff introduce new words to extend children's vocabulary, such as 'balance' and 'sturdy' and encourage problem solving as children work out how to construct. Staff use sign language confidently to accelerate communication and language skills. They support children's mathematical skills from an early age. Children excitedly count and compare the number of legs on bugs, they find. They discuss more or less and recognise numbers. They comment 30 is a 'big' number when they find number stones in sand and put a 3 and 0 together.

Staff role model to younger children how to hold scissors, and they encourage them to keep trying, helping children to develop resilience and perseverance as they chop dough. Older children having mastered the skill of cutting, skilfully use scissors to cut paper shapes. Staff encourage children to discuss what they have learned or enjoyed during the morning and use this and build on their interests to aid further planning.

Achievement: Strong standard

All children, including those who face barriers to learning, make rapid progress from their starting points and reach their full potential. Children are well prepared for the next stage in their learning and transition to school. Leaders and staff place a strong focus on supporting children's social and emotional wellbeing. Children quickly learn the skills they need to be independent and confident learners. Leaders and staff provide high quality, meaningful planned activities which enable children to listen carefully and confidently discuss their thoughts. For example, during story time. Children are immersed in the story as staff are animated and encourage participation as they read. Children confidently make predictions as they interact and this contribute to children's speech and language development effectively. Children demonstrate perseverance when participating in new challenges, which contributes to children's achievement of new skills and learning. Children feel secure in the inclusive environment and the support they receive from knowledgeable and attentive staff.

Behaviour, attitudes and establishing routines: Strong standard

Children's behaviour is exemplary. This is because staff create an environment that promotes positive attitudes and behaviour. The calm and nurturing staff role model their high expectations. Children consistently receive praise and reassurance. Children have a very positive attitude towards learning and are keen and eager to try new things, with confidence. Clear and consistent routines are also thoroughly understood and children develop a sense of responsibility and belonging. For example, they know to hang their coats up on their peg and store their art work and treasures in their named drawer, ready to take home. Leaders and staff ensure well-established routines in place create a sense of security but do not impact on children's play. This means children can focus and concentrate for as long as they need and that play is not interrupted.

Children have formed close and trusting bonds with their key person. They have established friendships with others attending and play collaboratively together. For example, they work together and negotiate how to make a water run using drain pipes. They show kindness and perseverance when younger children join in and have different ideas. Children's attendance is consistently monitored by staff. If there are barriers for children to attend, staff work closely with parents, offering support and flexibility to ensure children's welfare and full participation in all on offer, which positively impacts in their future outcomes.

Children's welfare and wellbeing: Strong standard

Leaders and staff understand the importance of teaching children how to keep physically healthy. This is embedded in everyday routines and is highly effective. For example, children eagerly help prepare snack. They follow instructions as they help clean and set the table. Staff engage children in discussion about nutritious foods and the importance of physical exercise. Children independently prepare their snack and even the youngest children make excellent attempts at peeling fruits. Staff teach children the importance of staying safe when using knives to cut and also the need to sit still when eating so as not to choke. Staff are extremely respectful and sensitive to children's personal needs during care routines. They ask children if they may change their nappy, and staff ensure children's privacy and dignity at this time. Staff are exceptionally caring as they sensitively support children through the potty training process and offer lots of praise and reassurance.

Children have developed a real sense of emotional wellbeing. They benefit from highly responsive relationships with staff and have formed close and trusting attachments with their key person. Children enjoy cuddles and reassurance when needed before continuing with their play. Children are effectively supported by skilful staff to express their emotions and describe how they are feeling. Staff are subtle in their approach as they support children to understand the impact of some behaviours on others. Leaders provide inspirational learning environments indoors and outdoors and children thoroughly enjoy their time in the garden. They choose to play outdoors and understand the importance of fresh air and being active to stay healthy. Children learn through meaningful activities the importance of cleaning teeth and eating nutritious foods and the impact on their bodies. Staff interactions with children are very positive and significantly contribute to children's emotional wellbeing.

Leadership and governance: Strong standard

Leaders are extremely passionate about their role. They demonstrate a commitment to ensure all children receive consistent, high-quality care and education. This has a significant impact on outcomes for children. Children are placed at the centre of all decisions made. For example, in consultation with parents regarding children's individual needs, any additional funding received is used to great advantage to support children's welfare and close any gaps in learning. Leaders embed a culture of self-evaluation. They are ambitious and rigorously reflect on practice, identifying the settings strengths and swiftly addressing any areas to improve and develop. Leaders share these expectations with the motivated and dedicated staff team who speak with enthusiasm about their role. Staff comment that their workload is considered and their wellbeing is superbly supported. This is achieved through regular meetings, supervisions and are positively encouraged to participate in ongoing professional development opportunities. Leaders share their expertise effectively with staff, including how to assist children with special educational needs and/or disabilities. This targeted approach enhances staff's knowledge and skills, which has a positive impact on children's learning.

Leaders and staff engage effectively with parents. Parents speak highly of the staff and all aspects of the setting. Staff provide parents with a wealth of opportunities to be included in their child's development. For instance, staff share a wide range of activity ideas to continue learning at home. They provide parents with meaningful support and information, such as guidance with potty training. This collaborative approach creates an enabling environment that meets the diverse and unique needs of all attending.