Kintbury Pre-School

Inclusion: Expected standard

Overall, leaders have established an inclusive environment where children's individual needs are identified promptly. They put appropriate support in place to reduce barriers to children's learning and wellbeing. Staff know children and their families well. They work closely with parents and carers and external professionals to assess, plan, implement and review support strategies. Children with emerging additional needs benefit from early targeted interventions and carefully adapted teaching. For example, staff use visual prompts, gestures and picture cards effectively to support children's communication and understanding. This helps children to understand the routines of the day, participate confidently in activities and follow instructions effectively.

Children with special educational needs and/or disabilities are fully included in all aspects of the curriculum and daily routines. Staff make thoughtful adaptations to ensure that all children can access learning opportunities and develop independence. For instance, staff respond sensitively to children's emotional needs, helping them to recognise and manage their feelings successfully.

Generally, leaders use additional funding purposefully to broaden children's experiences and support their identified next steps in learning. They regularly review children's progress and work collaboratively with families and external agencies to ensure support remains effective. As a result, all children, including those facing barriers to learning or development, are welcomed, valued and supported to achieve well.

Curriculum and teaching: Expected standard

Leaders and staff plan an inclusive curriculum that is ambitious for all children and considers their individual starting points, interests and developmental needs. Staff typically have a clear understanding of what they want children to learn. They provide purposeful experiences that build on children's knowledge and skills. There is a clear focus on communication and language. Staff engage children in meaningful conversations and encourage them to recall previous learning and experiences. They introduce new vocabulary during play and daily routines. For example, children confidently discuss their play-dough creations, recall previous learning and joined in enthusiastically with familiar phrases from the story.

While staff promote aspects of learning outdoors daily, the implementation of the outdoor environment does not consistently support the full curriculum intent. This does not maximise opportunities for children who learn best through outdoor experiences. This means children do not consistently access the same breadth of teaching and learning when outside that is available indoors.

Staff typically use assessment to identify what children know and can do. They generally adapt teaching to meet individual needs. Children who face barriers to their learning receive tailored support, including adapted resources. This enables them to access the curriculum successfully.

Staff weave mathematical learning throughout the provision. They model mathematical concepts, such as when encouraging children to compare numbers, sizes, patterns and fill buckets of sand and water to the top until they are 'full'. Staff encourage counting during snack time. They help children to recognise colours, patterns and quantities during practical activities. Staff use children's interests to motivate and build on their learning and development effectively. As a result, children develop the knowledge, language and skills they need for their future learning and next stages of education.

Achievement: Expected standard

Children make progress from their individual starting points. They typically develop the knowledge, skills and attitudes needed for their future learning. Overall, children become confident communicators. They readily share ideas, talk about their experiences and engage enthusiastically in conversations with adults and their peers. For example, children confidently describe their art creations and recall their previous learning and family events.

Children, including those who face barriers to learning, achieve well because staff identify their needs early and provide appropriate support. Early targeted interactions help children to understand routines and participate successfully in activities. Children with special educational needs and/or disabilities are fully included and develop increasing independence and resilience.

Children gain important skills across the areas of learning. They demonstrate growing mathematical understanding as they count, compare quantities and explore concepts, such as capacity during their play. They develop independence by pouring drinks, wiping their own noses and managing aspects of self-care. As a result, children are confident learners who are prepared well for the next stage in their education, including their eventual move on to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive and inclusive environment where children typically learn and understand clear expectations for behaviour, attitudes and daily routines. Staff are consistent in their approach. They act promptly to support children to understand boundaries and manage their behaviour appropriately. Children know the routines of the day well, including tidying away resources, joining whole-group activities and washing their hands before eating. They respond positively to praise and encouragement, such as proudly receiving stickers for helping to tidy up.

Children develop warm and trusting relationships with staff, who model positive behaviour and interactions. Staff support children sensitively to recognise and manage their emotion. They take account of children's age, stage of development and individual circumstances. For example, they use calm reassurance and tailored strategies to help children to regulate their emotions and successfully re-engage in their learning.

Overall, children demonstrate positive attitudes to learning and engage well in activities that interest them. They learn to share, take turns and show consideration for others. Leaders promote regular attendance. They work closely with families to monitor children's attendance patterns. As a result, children feel secure, behave appropriately and develop the social skills and resilience needed for future learning.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are supported effectively through caring and responsive staff that help them to feel safe, secure and valued. Staff know children well. They develop warm and trusting relationships with them and their families. Children separate confidently from their parents and carers on arrival. They seek reassurance, comfort and support from familiar adults when needed. Staff respond sensitively to children's individual emotional needs, helping them to recognise, express and manage their feelings.

Children, including those with special educational needs and/or disabilities, and those facing barriers to learning, receive appropriate support to access the pre-school and participate fully in daily experiences. Staff work closely with parents and carers and external professionals to understand and meet children's individual needs.

Children develop an understanding of healthy lifestyles and personal safety through daily routines and discussions. They learn the importance of washing their hands before meals. Children understand that handwashing helps to remove germs. Staff encourage children to make healthy choices at snack and lunch times. They support children to develop independence by pouring drinks, opening lunch containers and managing their personal care. Overall, children enjoy daily opportunities for physical activity and outdoor play, where they develop their coordination, strength and confidence. As a result, children feel emotionally secure, develop positive wellbeing and receive support to thrive within an inclusive environment.

Leadership and governance: Expected standard

Leaders and committee members have a clear oversight and vision for the setting. They are committed to providing positive experiences for all children. Since the last inspection, leaders have taken effective action to address identified areas for ongoing improvement. Overall, they have strengthened staff's practice, resulting in greater staff confidence in delivering the curriculum and supporting children's behaviour, independence and development.

Leaders have an accurate understanding of the setting's strengths and areas for development. However, the organisation of the outdoor learning environment is not fully embedded to support the curriculum intent for children who prefer to learn outdoors. Nonetheless, leaders and staff are dedicated to continually improving the quality of teaching and learning and enhance outcomes for children.

Staff benefit from regular supervision sessions, annual appraisals, team meetings and ongoing professional discussions. Leaders place an importance on staff wellbeing and workload. They create a supportive culture where staff feel valued and able to seek guidance when needed. Staff complete a mandatory training programme, and some staff are working towards relevant early years qualifications to strengthen their knowledge and skills. However, leaders have not fully recognised the benefits to further extend professional development opportunities and evaluate the impact on children's outcomes to drive the quality of teaching to an even higher level.

Leaders work closely with parents and carers and the wider community to support children's learning and wellbeing. Parents speak positively about the setting, describing effective communication, supportive staff and the progress their children make. Leaders actively seek parent's views and respond to feedback to improve the provision. Partnerships with external professionals and agencies help to ensure that children and families receive timely support when required.