Praise for Harlington village pre-school following Ofsted inspection

Inspectors highlighted children's positive attitudes to learning, excellent behaviour and the support provided to children with special educational needs and disabilities (SEND).

The report, published this month, found children were happy, confident and eager to learn, with staff creating a welcoming environment where everyone felt safe and valued.

The report stated: “Regardless of their background, starting point or individual needs, children acquire the knowledge, skills and confidence needed to succeed. Children with special educational needs and/or disabilities achieve alongside their peers and make progress towards ambitious goals that reflect their individual development.”

Inspectors praised the pre-school's daily routines, which helped children feel secure and develop practical skills, including putting on wellington boots and collecting their own cups and plates at snack time.

Children were also encouraged to recognise and express their emotions, with access to a sensory space and calm corner when they needed quiet time. The report said children built warm relationships with staff and played harmoniously together, while leaders worked with families to encourage regular attendance.

The report added: “Children build warm and trusting relationships with all staff. Leaders and staff embed a culture of kindness, care and respect. As a result, children play together harmoniously. Children thrive on the encouragement and praise they receive from staff. They are confident and happy. All children behave remarkably well.”

Meanwhile, staff were commended for adapting teaching to meet children's individual needs and planning activities around their interests and stages of development.

A topic called 'All About Me' encouraged children to explore their identities by creating pictures of their faces and using mirrors to identify their hair colour and recognise similarities and differences.

Reading took place daily, with staff introducing new vocabulary through stories and listening games. Mathematical skills were also incorporated into activities, including counting votes for children's favourite books.

Ofsted particularly praised the setting's approach to inclusion, with staff providing one-to-one support and tailored learning programmes for children with speech and language difficulties.

Inspectors found children with SEND made progress towards ambitious goals, with some making rapid progress through targeted support.

The report read: “Parents and carers are very positive about the support their children receive and the difference it makes to them as a family.

“Leaders and staff are equipped with excellent knowledge on how to support children with SEND and/or other barriers to learning. They actively seek expert advice from the local authority and implement this guidance consistently.”

Staff were learning Makaton – which combines signs, symbols, and speech – to help children communicate and learning key words in children's home languages to ensure those who speak more than one language felt included.

Leaders also sought advice from the local authority and used additional funding to provide sensory resources and extra staff to meet individual needs. Parents and carers were positive about the support their children received and the progress they had made.

The inspection also recognised leaders' efforts to improve the setting through feedback from families and staff. This included introducing weekly learning journals to keep parents informed about their children's learning.