Brambles Figheldean

Inclusion: Expected standard

Leaders have created a welcoming nursery where children, including those with special educational needs and/or disabilities, feel valued. Leaders work closely with parents from the outset, which helps them understand each child's needs and identify factors that could affect their learning or wellbeing. As a result, staff provide the appropriate support from an early stage, ensuring that children who need additional help are supported promptly.

Leaders typically work with staff and other professionals to plan and review individual support, ensuring it is adapted to children's changing needs. For example, children are supported to achieve their individual targets through one-to-one and small-group activities alongside adults and peers. As a result, children receive appropriate support, grow in confidence and make progress from their starting points.

Leaders use additional funding effectively to meet children's individual needs. For example, children in receipt of early years pupil premium access enriched experiences that support their wellbeing and broaden their understanding of the world around them, while also providing opportunities for families to participate together.

Staff regularly observe children and use ongoing assessments to identify any emerging gaps in their development. Parents are supported to access services, resources, books and guidance to help with important changes in family life, such as welcoming a new baby or support with potty training.

Curriculum and teaching: Expected standard

Leaders have developed an ambitious and inclusive curriculum across all 7 areas of learning. The curriculum is generally sequenced across the setting, enabling all children to progressively build the skills they need for their next steps in learning. Leaders review the curriculum regularly and generally support staff to develop their teaching skills. However, staff do not consistently engage children in their play. At times, children are not supported to re-engage in play, develop their curiosity or build on their learning.

Staff promote babies' physical development through opportunities to build their strength and coordination. They also support early communication by modelling language during sensory play. For example, staff use words such as 'pat' and 'dig', alongside actions, as babies explore the mud pit looking for worms, helping them make connections between words and actions.

Staff provide opportunities for children to develop their mathematical learning. For example, babies begin to develop an understanding of number as they count what they can see while sharing books with staff. Younger children develop their early counting skills as they count the stripes on a bumblebee while finding it a home. Older children use mathematical language to describe and compare the size of volcanoes as they engage in imaginative play with their peers.

Achievement: Expected standard

Children typically develop a broad range of skills and knowledge through a curriculum tailored to their interests, individual needs and stages of development. As a result, all children, including those who face barriers to learning, access a wide range of opportunities and make good progress.

Children are confident and curious learners who typically explore activities independently and remain engaged for sustained periods. For example, babies eagerly access paint during mark-making activities, exploring colours and textures as they develop their creativity and early expressive skills. Older children enthusiastically create infused flavoured tea, discussing which natural materials they will add while sharing their ideas with others.

Children build on their knowledge and experiences as they investigate, solve problems and work collaboratively. For example, younger children work together to build a ramp for vehicles to travel through a large tunnel, demonstrating imagination, resilience and a sense of achievement.

Behaviour, attitudes and establishing routines: Expected standard

Leaders provide a welcoming environment where children form warm and nurturing relationships with staff and their peers. Children feel reassured and develop positive attitudes towards others. For example, younger children show care and consideration for their peers, checking on their wellbeing and helping them retrieve their belongings when needed.

Leaders take an inclusive approach to behaviour management and routines. As a result, children generally understand and follow expectations. For example, older children independently remove their outerwear and place it on their peg when they become too warm.

Children enjoy each other's company and generally demonstrate positive social attitudes. They play cooperatively, share resources and take turns. When minor disagreements arise, older children are supported to resolve these appropriately, while younger children receive gentle guidance to help them manage their emotions and interactions. For example, staff encourage younger children to use simple phrases, such as 'stop, I don't like it', to express their feelings and help prevent conflicts from escalating.

Leaders promote the importance of regular attendance. They monitor attendance patterns and work closely with families to address barriers through regular discussions. This helps children to attend regularly, establish positive learning habits and benefit fully from the experiences and opportunities on offer.

Children's welfare and wellbeing: Expected standard

Leaders establish policies and practices that support children's welfare, mental health and wellbeing. These are generally understood by staff and parents and are implemented across the setting.

Leaders and staff promote healthy eating and support children to develop independence at mealtimes. For example, babies drink from open cups, while older children help prepare for meals and serve their own food. However, mealtimes are not consistently effective for younger children, who often wait for extended periods and are not consistently encouraged to develop their independence. As a result, some children experience unnecessary delays before lunch and have fewer opportunities to build self-help skills.

Settling-in sessions are tailored to children's individual needs and help staff establish nurturing relationships from the outset. Staff adapt care routines to reflect children's interests, stages of development, allergies, dietary requirements and individual care plans, helping to ensure their needs are met effectively.

Leaders and staff take an inclusive approach, ensuring that children's individual needs and circumstances are considered when supporting their health, wellbeing and daily routines. Children are taught about the importance of good oral health, particularly toothbrushing. For example, children engage in role-play activities, using model teeth and toothbrushes to practise brushing and develop their understanding of healthy routines.

Leadership and governance: Expected standard

Leaders provide a supportive environment that helps children progress from their starting points through enriched outdoor learning experiences. They generally have a clear understanding of what the nursery does well and where improvements are still needed. Leaders typically reflect on practice, working closely with senior management to evaluate provision and take appropriate action to drive continuous improvement.

Leaders work closely with families and other professionals to support children's wellbeing, learning and development. They have a good understanding of how to access specialist support to meet the needs of all children, including those facing barriers to learning. Positive partnerships with parents and carers are promoted through regular information-sharing and effective communication systems. Parents report that they are well informed about their children's experiences and progress and that they highly value the warm, family-oriented atmosphere of the setting, as well as the range of events that encourage parental involvement.

Leaders implement effective procedures to ensure staff are suitable for their roles, including regular supervision, support and suitability checks. Staff are encouraged to engage in professional development that strengthens their curriculum knowledge and practice. They value the support they receive, report manageable workloads, and appreciate being able to complete training during work hours, which contributes positively to staff morale and retention.