Horley Forest Preschool

Inclusion: Strong standard

Leaders know children's individual needs well and identify emerging barriers to learning or participation at an early stage. The special educational needs coordinator (SENCo) uses a graduated approach to identify needs, put targeted support in place, review its impact and adapt provision where needed. She works closely with parents and external professionals to develop a clear understanding of children's needs and ensure that appropriate strategies are used consistently. Staff understand children's individual needs and the adjustments that help them to access learning and participate successfully. Leaders share information and guidance across the staff team so that responsibility for meeting children's needs is shared and support does not rely solely on the SENCo.

Leaders adapt the environment and curriculum to reduce barriers and help children take part in experiences alongside their peers. For example, staff consistently use visual supports and language cards across the environment linked to activities to help children understand routines, communicate their needs and ideas, and engage more independently. These resources are available to all children who may benefit from them, rather than only those with identified special educational needs and/or disabilities. This helps children access learning and play opportunities and participate alongside their peers.

Leaders work positively with parents and value their knowledge of their children when identifying needs and reviewing support. They use information from parents and external professionals to inform provision and make appropriate adjustments. As a result, children receive support that reflects their individual needs and circumstances. They develop confidence, communicate their needs more effectively and participate increasingly independently in the life of the setting.

Curriculum and teaching: Expected standard

The curriculum provides children with a broad range of experiences across the indoor and outdoor environments, including regular forest school sessions. Children follow their interests, make choices and sustain their play. Staff know children well and use their interests to support communication and language. For example, during sand play, staff followed children's ideas, introduced new vocabulary and used questions and conversation to extend their play. Books are available throughout the environment and reflect children's interests, including farm books in the small-world area and books about bugs outdoors. The focus on personal, social and emotional development helps children develop confidence, independence and positive relationships.

Staff talk confidently about children who have attended the setting previously and are building their knowledge of children who are new to the nursery. They use everyday routines and play to introduce children to important knowledge and skills. For example, staff encourage children to count during play dough activities and make use of mathematical opportunities during routines such as snack. Children have access to books and mark-making resources across the environment. However, staff do not yet consistently recognise and build on these opportunities to deepen children's learning, particularly in early literacy and mathematics. Leaders have identified this as an area for further development as staff continue to build their knowledge of children's individual starting points. As a result, opportunities to extend and revisit learning within children's play and routines are sometimes missed, meaning that children do not consistently build on what they already know and can do.

Achievement: Expected standard

Children achieve well in developing their confidence, independence and personal skills. They are confident in what they can do for themselves and are increasingly able to manage everyday routines independently. Children as young as 2 years old use scissors safely. They take responsibility for everyday routines, such as choosing their snack, pouring their own milk and clearing their plates. Children demonstrate increasing confidence in their abilities and independence.

Children make progress in communication and language and are increasingly able to express themselves and use a growing range of vocabulary. They confidently share their interests and ideas with others. However, achievement in early literacy and mathematics is less consistent. Children do not yet consistently build on what they already know in these areas. For example, children's mathematical knowledge is often demonstrated through counting, while their wider mathematical understanding is less well developed. Although children have opportunities to access books and mark-making, they do not consistently choose to engage with these independently. As a result, some children do not yet consistently develop their knowledge and skills in early literacy and mathematics.

A high proportion of children were new to the setting and were still settling during the inspection. Children demonstrate progress in the prime areas of learning and development. Feedback from parents of children who have previously attended also highlights the independence and school-readiness children develop. At present, the inconsistencies in early literacy and mathematics have not had a clear impact on children's overall achievement. However, some children do not yet consistently demonstrate the knowledge and skills they need to make secure progress in these areas.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have created a calm and welcoming environment where children feel safe, secure and ready to learn. Staff have clear and consistent expectations for behaviour, and children generally respond well to these. Practitioners build warm, positive relationships with children and respond sensitively to their individual needs and stage of development. For example, staff support younger children to take turns and share resources in ways that are appropriate to their age and understanding.

Children learn to cooperate and play positively with others. For example, they take turns with popular resources, such as cars, and share materials when creating models through junk modelling. When disagreements arise, staff calmly support children to find solutions and return to playing together. Children respond positively to these expectations and develop confidence in playing alongside others.

Leaders promote regular and punctual attendance, helping children build secure relationships, become familiar with routines and benefit fully from the learning opportunities available. Children also develop independence through everyday routines and are encouraged to care for their environment. However, staff do not consistently involve children in tidying resources and caring for the spaces they use. For example, although a small bell signals tidy-up time, children do not always take an active role in returning resources. As a result, some opportunities to develop children's responsibility and respect for their shared environment are missed.

Children's welfare and wellbeing: Strong standard

Leaders place a clear emphasis on children's welfare and wellbeing. Children form secure, trusting relationships with adults and confidently seek support when they need it. They show that they feel safe, valued and understood, and are settled and emotionally secure in the setting. Children are known as individuals, and their needs, interests and circumstances are reflected in their experiences. Strong relationships with parents support continuity of care and help children to feel secure and confident.

Children are well supported to understand and manage their own safety. They know about their individual dietary requirements and can explain these to others. For example, children talk confidently about the colour of their plate and can explain which allergy they have. Children understand the importance of routines that keep them healthy and safe, such as handwashing and managing mealtimes. They increasingly take responsibility for their own personal care and safety.

Children are confident in expressing their emotions and developing an understanding of how they feel. They use a growing emotional vocabulary to describe their feelings and can talk about what has made them feel a particular way. Children show increasing ability to manage their emotions and seek appropriate support when needed. They demonstrate confidence and independence in everyday routines, including choosing their snack, pouring their own milk and clearing their plates.

Children's positive relationships, emotional security and growing independence provide strong foundations for their development and learning. They are confident, resilient and increasingly able to manage their own needs and respond positively to the needs of others.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and priorities for development. They have created a child-centred culture where staff work closely together and place children's individual needs, wellbeing and development at the heart of their practice. Leaders know children well and maintain positive relationships with parents, using their views and knowledge to inform care and support.

Leaders identify where greater consistency is needed across the provision and have clear priorities for improvement. For example, they recognise the need to strengthen staff confidence in articulating children's starting points and next steps, particularly in early literacy and mathematics, and to ensure staff consistently make the most of learning opportunities in children's play. Leaders are also working to increase children's involvement in caring for their environment. They have identified these priorities and are taking steps to develop practice as the new term progresses.

Leaders communicate regularly with staff and ensure that they understand their roles and responsibilities. Staff speak positively about the support they receive and work collaboratively to meet children's needs. Leaders also prioritise staff wellbeing and are approachable, enabling staff to raise concerns and seek advice. This supports a positive team culture in which staff feel valued and work together to provide consistent care and learning for children.