Tingewick Pre-School Ltd

Inclusion: Strong standard

Inclusion is a solid element of the setting. Children benefit from a highly inclusive environment where leaders and staff place children's individual needs, backgrounds and wellbeing at the centre of practice. Staff know children and their families very well and use this knowledge to identify barriers to learning at the earliest opportunity. Leaders and staff work collaboratively with parents, external professionals and agencies, including speech and language therapists, to ensure children receive timely and effective support. As a result, children with special educational needs and/or disabilities, disadvantaged children and those known, or previously known, to children's social care are supported well and make notable progress from their starting points.

Leaders and staff promptly assess emerging concerns and implement targeted interventions with advice from other professionals to support children's communication, emotional wellbeing and social development. Individual support plans are implemented and reviewed termly. After review, they are adapted effectively to meet children's changing needs. Staff confidently make reasonable adjustments, including the use of Makaton, to routines, environments, activities and teaching approaches, alongside learning goals, so that all children can participate fully alongside their peers.

Funding is used effectively to reduce gaps in learning and improve children's outcomes, including extending attendance and providing additional targeted experiences. Children are valued as individuals, develop a strong sense of belonging and thrive in this nurturing and inclusive environment.

Curriculum and teaching: Strong standard

Leaders have developed an ambitious curriculum that fully prepares children in all areas of development for their next steps. Staff prioritise getting to know children through a robust settling-in process. As a result, they make accurate assessments of children's starting points. Staff use this knowledge to implement unique plans that support children's development effectively. They make timely adjustments so all children can access the curriculum. Leaders are highly evaluative and consistently reflect on how they can further improve teaching and learning for all children.

The quality of interactions between staff and children is a particular strength of the setting. Staff engage purposefully with children. They respond to their ideas, narrate their play and introduce new concepts. For instance, when children make white sausages with dough, staff explain how in Germany they have real white sausages and you have to boil these sausages and fry them like we do here in England. Children are encouraged to explore, solve problems and develop their interests.

Staff embed mathematical language within daily routines and play with children from the earliest ages. For example, children share their creations and discuss the patterns they make with staff at the 'tapping hammers' table. Leaders place a great emphasis on children's personal, social and emotional development, recognising these as foundations for learning. Staff encourage children to be resilient and active, supporting them to develop their confidence and independence in their abilities.

Achievement: Strong standard

Children are well prepared for the next stage in their learning, such as moving to another setting or starting school. They develop the skills they need for the future, such as independence and resilience during activities. Children are highly motivated and demonstrate high levels of concentration, both during their own instructed play and through adult-led activities, such as a communication and language assessment tool that allows leaders to assess children's communication and language skills and implement interventions in order to support children to develop these skills. They develop a love of books and stories, exploring pictures on the page, joining with pauses and answering questions on what they have just learned or heard.

All children persevere during activities, such as when tapping pins into shapes on cork boards or squeezing pipettes to suck up water. They are confident to approach their peers to ask for help and to work alongside each other to achieve a goal. Children with special educational needs and/or disabilities benefit widely from individual support that consistently reduces the barriers to learning that they face. All children, including children who face barriers to learning, make significant progress in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Children consistently demonstrate positive behaviour and high levels of kindness and cooperation towards one another and adults. Leaders and staff have established a calm, nurturing and inclusive environment where expectations for behaviour and routines are consistently demonstrated, understood and embedded across the setting. As a result, children feel safe, secure and confident within the daily routines.

Children form warm and trusting relationships with staff and their peers. Staff support children effectively to recognise and manage their emotions, helping them to understand feelings and develop positive social skills. For example, children enthusiastically take part in activities where they help each other to match 'animals' with their correct homes. This shows kindness to one another and promotes children's self-esteem and sense of belonging in the nursery community effectively.

Children develop a solid sense of community and belonging through meaningful experiences with the wider community, for example taking part in community fundraising activities and participating in events that include parents, grandparents and wider family members. These experiences help children develop empathy, respect for others and confidence in social situations beyond the setting. Children show positive attitudes to learning and engage enthusiastically in activities with curiosity and persistence. They listen attentively during group times, cooperate well with others and confidently follow instructions. Staff carefully consider children's individual needs and circumstances, particularly for children facing barriers to learning, and adapt routines and support strategies appropriately. Leaders work closely with families to promote regular attendance and consistency, helping children settle well, build confidence and be well prepared for their next stages in learning.

Children's welfare and wellbeing: Strong standard

Children develop a deep sense of wellbeing and belonging at the setting. Staff foster robust bonds with the children and are highly responsive to their needs. Staff and leaders consistently create a warm, welcoming environment where children feel safe, valued and able to thrive. Embedded and well-established routines give children a secure sense of security and help them feel confident and settled throughout the day. For example, children begin their day with a group session, where they greet adults and their peers. During this time, staff clearly introduce the activities available, encouraging children to make independent choices about what they would like to explore next. Staff provide consistent and meaningful opportunities for children to develop healthy and active lifestyles. They encourage independence in daily routines, such as washing hands before and after mealtimes.

Children have access to a wide range of activities outside, including a growing area. These opportunities help to build children's experiences of the world around them.

Parents mention that staff have been supportive to ensure a smooth transition when settling, have embraced children's cultural backgrounds and integrate them into everyday routines in a way that supports growth and development. Staff are very skilled at teaching the children to be resilient and always give things a go.

Leadership and governance: Strong standard

Leaders demonstrate an ambitious vision for the setting. Since the previous inspection, they have embedded the curriculum and continually strengthened teaching through new initiatives. They take a highly strategic approach to improvement, recognising there is more to be developed to ensure the best possible outcomes and experiences for children. They are fully committed to giving every child the best possible start in life. This can be seen in the thoughtful decisions they make and in the inclusive environment they have created, where all children, staff and families are valued. Leaders recognise the importance of staff knowledge and wellbeing. All staff recently completed early language intervention training, which is having an impact on the clear progress of children's communication and language skills in the setting. During supervisions, leaders arrange targeted professional development opportunities, such as Makaton and mathematics training. This supports staff further in enhancing opportunities for children so they achieve the best possible outcomes. Staff morale has been strengthened since moving back into their new premises.

Parents and carers are an integral part of the setting's community. Leaders build warm and trusting relationships from the start. Families receive regular updates through newsletters, emails, leaflets, an online app and daily conversations. This ensures that they feel well informed about any changes or events at the setting and are included in their children's learning and development journey. Leaders take actions that are in the best interests of children.