Holbrook Pre-School

Inclusion: Strong standard

The setting demonstrates highly inclusive practice where children, including those with special educational needs and/or disabilities, are celebrated as individuals. Leaders know their families extremely well, which has created a positive culture in the setting, which supports children's sense of belonging. Key workers know their children well, and through secure and nurturing relationships, they notice subtle changes which may indicate concerns. They respond quickly and sensitively to reduce any barriers to their learning.

Key workers assess children's needs effectively so that appropriate next steps are identified. Through working with parents, carers and external professionals, such as the health visiting team and specialist teachers, children receive timely support which is coordinated and sustained.

Staff carefully adapt routines and provide emotional support during transitions, helping all children to feel safe, secure and confident. This supports all children to feel safe and supported. Activities are extremely well planned, for example, using different height tables and seating plans to ensure all children can access all activities. Language is modelled clearly by staff, and visual supports are used to encourage younger children to participate fully.

Early years pupil premium funding is used effectively to enhance learning experiences, such as the use of a football coach to target the individual needs of children. As a result, all children make rapid and sustained progress from their individual starting points.

Curriculum and teaching: Strong standard

Leaders skilfully plan and sequence a highly ambitious curriculum for all children, including those with special educational needs and/or disabilities (SEND) to reach their full potential. It builds on children's starting points, so they make rapid across all areas of learning. Children's interests and next steps are considered carefully in curriculum planning. For example, using themed books to introduce ideas that children can then develop independently.

Communication and language is a priority, with children developing these skills through staff modelling and opportunities for new vocabulary through role play. For example, children using play dough are taught about patting, rolling and pressing. Mathematical language is used throughout play and singing, including counting songs, recognising shapes, patterns and sizes. Emotional development and social skills are embedded through the curriculum, with opportunities for role play and sensory play to support emotional regulation.

Staff use their expertise and a wide range of resources to provide high-quality teaching that supports children's learning and development. Support is adapted so all children can access the curriculum and progress swiftly. Key workers use targeted interventions to provide in-depth support for children with SEND. Staff ask questions and allow children time to develop their answers, enabling children to develop their own thoughts and ideas. The curriculum fully prepares each child for the next stage in their learning.

Achievement: Strong standard

Children achieve and thrive in this setting as the curriculum is broad and balanced across all areas of learning. For example, mathematical activities strengthen children's communication and language, fine motor skills and creativity. Children are encouraged to express themselves through role play and creative arts, which supports their self-expression and growing confidence.

Children who may face barriers to their learning are supported effectively from an early stage. Progress is rapid as support is targeted and meaningful. Additional funding is used strategically to support children's physical development through the newly developed outdoor area. Children are confident to run, jump and climb and use small tools with care and confidence.

Children are resilient and keen to try new things, with the support of key persons. They show respect for each other and co-operate with each other to carry out tasks. Children leave this setting extremely well prepared for their future learning.

Behaviour, attitudes and establishing routines: Strong standard

Children behave exceptionally well, with clear and consistent boundaries that are understood by and followed by all children. Manners are natural and spontaneous, and demonstrate children's understanding of respect and kindness. Routines are embedded throughout, creating a calm and safe environment where children are confident to try things for themselves. For example, younger children collect their own lunchboxes and choose their seats at lunchtime.

Children are joyful in their play and relish opportunities to explore, collaborate and learn new skills. Relationships between children and staff are warm and nurturing, supporting children to settle quickly and feel reassured. Children with barriers to their learning are supported to try new things, such as new foods, as staff model eating them first. As a result, children learn to recognise their own likes and dislikes, which promotes their sense of wellbeing.

Attendance and punctuality are carefully monitored by leaders through maintaining daily records. Swift action is taken to support families to develop routines at home to help to prepare children for school. Personal care routines are respectful, protecting the dignity and individuality of all children. Children are taught the impact of, for example, not washing their hands properly, so they can learn to manage their personal care needs themselves.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are central to the setting's practice. The calm environment enables children to settle quickly, engage in their learning and develop confidence. Relationships between adults and children are a key strength of the setting, providing all children with emotional security and a sense of belonging.

Daily routines, such as personal care, eating and sleeping, are respectful and closely monitored. These are highly personalised to support the needs of all children, including those with special educational needs and/or disabilities. Staff teach and model good manners and kind behaviour. These key times are opportunities to learn about, for example, self-regulation, exploring healthy options and understanding personal hygiene, which supports children to develop these important life skills.

Physical development is a high priority, with children exploring the outside world using large play equipment, sand and gravel pits, construction and opportunities to run, jump and climb. Fine motor skills are developed through using small tools and creative art activities. Children's emotions are supported through nurturing key worker relationships. This allows staff to notice subtle changes and adapt support so that all children learn to understand the impact that their emotions have on their wellbeing. This results in children developing self-confidence and emotional resilience.

Leadership and governance: Strong standard

Leaders demonstrate a sustained commitment to the provision of high-quality provision. Trustees and leaders collaborate closely to maintain oversight of the setting. They are reflective and proactive in continually improving practice, with ambition for staff and children to be the best they can be. Leaders carefully plan improvements that enrich children's learning experiences and help them to grow and thrive. Leaders' knowledge of the local area supports the strategic development of the setting. For example, the provision of before- and after-school care to support working parents.

Professional development is a strength, with all staff receiving training throughout the year. For example, staff develop their knowledge and expertise through apprenticeships, local training programmes and formal qualifications. Effective in-house training also helps new staff understand their roles and responsibilities during induction.

Staff wellbeing is managed well, with staff having protected time to complete key paperwork. This supports their knowledge of all children, particularly those with barriers to their learning. As a result, all children's needs are identified early, and next steps are implemented swiftly. Therefore, children make rapid progress in their learning and are well-prepared for the next stage in their learning.

Relationships with parents and carers are positive and collaborative. Parents, through feedback questionnaires, speak highly of the 'family feel' at the setting, with many choosing to travel some distance to attend. Community links, for example, with a local care home and the adjacent primary school, embed the setting's role in the local community.