Rowlands Castle Preschool

Inclusion: Strong standard

Leaders and staff have built a highly effective approach to inclusion that runs through everything the setting does. Staff identify children's special educational needs and/or disabilities (SEND) swiftly. They know each child exceptionally well and use a clear, structured process to move children between monitoring and targeted support as their needs change. Where children require education, health and care plans, leaders work closely with families to make sure the process is thorough and the impact on children is clear.

Leaders prioritise reducing barriers, particularly in communication and language. Staff use daily language groups, visual prompts, objects of reference and small-group work consistently, and these make a clear difference to children's progress. Staff are confident and skilled, supported by relevant training, including communication and autism-focused programmes. The special educational needs coordinator attends local authority meetings to discuss children's needs and share strategies. Leaders use funding thoughtfully to ensure clear impact.

Parent partnerships are central to everything. Staff shape individual plans in partnership with families and external professionals, and these are reviewed regularly and acted upon. Transitions to school are managed with real care, and staff share plenty of information with teachers. Children with SEND access the same rich experiences as their peers and make meaningful progress from their starting points.

Curriculum and teaching: Strong standard

Leaders and staff focus on the skills and knowledge they want children to carry with them for life. The curriculum is designed around what they want children to know, feel and be able to do in preparation for school and beyond. It is well structured around key themes such as 'home from home' and 'kindness and individuality'. These well-embedded themes are delivered consistently in practice.

The early years foundation stage is fully integrated and all 7 areas of learning are covered with skill and intention. Staff are expert at finding learning in every moment. Mathematics runs through activities, such as measuring and number recognition games. Rich language grows through storytelling, small-group work and exposure to different languages and cultures. Forest school activities connect physical development, risk awareness and communication. They are central to the curriculum, not an addition to it.

Assessment is a real strength. Children's next steps are visible on the 'learning wall' and accessible to every member of staff, so learning is extended at every opportunity. Staff identify need, act quickly and check the impact. Language groups now run daily, and children's communication and confidence are measurably stronger as a result.

Achievement: Strong standard

Children make excellent and consistent progress from their starting points across all areas of learning. They grow in confidence, independence and their ability to engage meaningfully in activities. Children who face barriers achieve exceptionally well. Those who previously found it difficult to settle or participate now follow routines, engage fully and communicate in their own way. Targeted support, early action and carefully planned opportunities make a real and lasting difference.

Younger children show impressive progress, particularly in physical confidence, communication and independence. Older children concentrate for sustained periods, communicate effectively and manage their own needs with growing confidence. All children develop a genuine love of the outdoors and build real-life skills linked to the environment and sustainability. They try new things, persist when something feels hard and leave exceptionally well prepared for their next stage, including school.

Behaviour, attitudes and establishing routines: Strong standard

Relationships between staff and children are genuinely warm. Children approach any adult with ease and confidence, not just their key person, and this security shows in everything they do. They cooperate naturally, take turns, support each other and show real kindness. Older children help younger ones without being asked, in a warm and familiar way that reflects the secure bonds between them. Children, without prompting or support, choose to play outside, so they do not disturb younger children who are sleeping.

Routines are firmly embedded and actively support independence. Children manage dressing, hygiene and mealtimes with growing confidence, with sensitive support where it is needed. Expectations are adapted thoughtfully for children with special educational needs and/or disabilities so that every child can succeed within shared routines. In forest school, children proudly recite the safety message, 'If you can see me, I can see you' and remind each other to be careful. Children have a deep understanding of staff's expectations and take real responsibility for their own behaviour.

Leaders work closely with families and outside agencies where needed, making sure children access the setting regularly. Children arrive settled and engage positively from the moment they walk in. They show a genuine enthusiasm for learning that lasts all day.

Children's welfare and wellbeing: Strong standard

Children feel genuinely at ease throughout the setting. They seek out adults when they need help or want to share something, and staff respond with warmth and calm attention. Every child is known as an individual, and this shows consistently in the care they receive.

Care is shaped around each child, not fixed routines. Children rest when they need to, and personal care is led by the child. Staff respond immediately and sensitively. The confidence with which even very young children make their own choices about personal care clearly reflects how respected and secure they feel here.

The setting's commitment to outdoor learning has a real and positive impact on wellbeing. Children return from forest school calm, settled and regulated, and this is reflected in the peaceful atmosphere across the whole day. Staff actively support children to understand and express their feelings. They do so with confidence, returning readily to play and to their peers. They understand how to keep themselves safe, follow hygiene routines independently and manage mealtimes with ease. Children who need additional support are included naturally and cared for in ways that are tailored specifically to them.

Leadership and governance: Strong standard

Leaders have a clear, ambitious vision and an unwavering commitment to improving outcomes for children. This is evident in ongoing developments, including the outdoor environment and a sustained focus on communication and special educational needs and/or disabilities.

Leadership is genuinely collaborative. Staff contribute ideas and take ownership of developments. The woodwork area, 'Mini Medic' programme and sustainability projects are all staff led and are carefully considered before being introduced. Staff consult children each term about how the setting develops and which resources to buy. Their voice shapes the environment around them.

Leaders know children and families exceptionally well. Support is carefully planned, consistently applied and regularly reviewed. Close working with parents and external professionals means no child is overlooked. Staff feel genuinely valued. Leaders are approachable and responsive, taking account of individual circumstances, wellbeing and workload. Staff identify what they want to learn, and leaders support them with this. The result is a team that grows together. Training in areas such as autism awareness, forest school and leadership development sits alongside daily practice. Children benefit directly from every step the team takes. Strong links with the local school enrich children's experiences and make transitions smooth and positive for every child.