Bright Beginnings

Inclusion: Expected standard

Staff quickly identify and address any emerging concerns about children. They discuss concerns with parents and carers and typically put measures in place to support any developmental or learning needs. For example, staff simplify language or use signing to support children's understanding. Staff regularly check children's skills to help them decide on their next steps in learning. Where necessary, leaders refer children to external agencies to support their development. Leaders liaise closely with parents and schools to ensure children move to appropriate settings when they leave the nursery.

Children with special educational needs and/or disabilities (SEND) explore their deep fascinations, such as drawing. They are generally given the time they need to process, think and explore their sensory needs. At times, during large-group activities, where staff are reading stories or practising important learning with other children, some children with SEND do not join in as fully as they could. This means learning for children with SEND is not consistently maximised. Staff do not always think about further adaptations they could make or motivating resources they could use to ensure every child with SEND really gets the best learning experience at all times.

Children with SEND generally follow instructions and routines. Staff use some strategies, such as visual images, to aid transition times. Leaders use additional funding for disadvantaged children to provide trips and experiences to enhance their time at the setting.

Curriculum and teaching: Expected standard

Leaders plan an ambitious curriculum that places a focus on developing children's social and other key skills through a range of interesting experiences, trips and visits. Staff plan topics throughout the year and consider children's interests to create learning activities. They carefully consider the interests of children with special educational needs and/or disabilities.

Staff use simple sentences as they play alongside babies and focus on emphasising key words. This helps babies understand the meaning of words. Staff talk to older children about a wide range of topics, and children begin to learn the back-and-forth dynamic of conversations. However, staff do not consistently expand older children's vocabulary to include an increasingly wide range of more complex words. For example, when children paint clay flowers, staff do not always introduce new words that link to flowers to add depth to children's learning. As children observe toy cars falling down guttering, staff do not introduce vocabulary to extend their thinking, such as about forces and speed. This limits older children's opportunities for language acquisition.

Staff frequently build in opportunities for counting. For example, they count the number of dinosaurs on a bus. Staff point to objects as they count, modelling effective counting methods. Staff sing enthusiastically with babies and move their bodies in an animated way to capture their attention. As babies develop their crawling and moving skills, staff offer just the right amount of support. They hold out a supportive hand, ready to catch them if they stumble.

Achievement: Expected standard

Children generally progress well from their starting points. This includes children with special educational needs and/or disabilities, disadvantaged children and those who are known to social care. Children make positive progress because staff consistently assess children's skills and set appropriate next steps for development.

Babies demonstrate developing physical strength in their legs as they bend down to reach objects and then stand back up, cruising along the furniture. Toddlers use pencils and crayons to make marks. They generally hold mark-making equipment with an effective grip and are successful in creating circular marks. As toddlers draw, they describe what they have done, labelling the objects on the paper. Older children demonstrate they are interested in books. They hold books the correct way round and turn the pages. They identify their names and listen well for their age.

Behaviour, attitudes and establishing routines: Expected standard

Leaders set high expectations for behaviour, and these are mostly followed by children. Children concentrate as they play and remain focused for prolonged periods. This includes children with special educational needs and/or disabilities (SEND). For example, children with SEND lie on the floor and complete a large jigsaw over a prolonged period. Children follow instructions well, on the whole. When some children are a little reluctant to tidy up, older children encourage them and others to help.

Children generally behave well. Staff are effective in supporting children to share toys and resources appropriately for their age. Staff encourage children by giving them praise for making the right choices or for persevering at a task. This helps children to keep on trying. When there are minor issues, such as toddlers throwing a toy, staff immediately step in. Children respond positively and regain focus on their learning.

Staff often praise children when they carry out acts of kindness. Children have opportunities to deepen their understanding of kindness as they take part in World Kindness Day and give books to children and families they meet in the local community. Leaders monitor attendance and ensure they quickly get in touch with families if there are any unexplained absences.

Children's welfare and wellbeing: Expected standard

Staff develop healthy routines with babies from the moment they start at the nursery. They help babies to develop the skills to soothe themselves to sleep. Staff check on sleeping babies appropriately and provide a calm and sensitive atmosphere for them to play and learn.

Children help themselves to water when they need drinks and thoroughly enjoy the healthy meals provided. Staff support children to use manners during snack and mealtimes. Children take care as they use mealtime crockery and carefully carry their plates to and from the food station. Staff typically support children's understanding of a healthy diet as they talk about peas and tomatoes, helping children to grow big and strong. Parents and carers say they are thrilled their children eat more healthy foods since attending this setting.

Staff show respect to children and request their permission before changing their nappy. As staff carry out personal care procedures, they calmly chat to babies and toddlers and engage in eye contact. Babies demonstrate their comfort as they wave their legs in the air and vocalise back to staff. All children, including those with special educational needs and/or disabilities, typically develop positive attachments with staff, which supports their emotional wellbeing.

Leadership and governance: Expected standard

Leaders have created a positive and open working culture that enables staff to continue to develop their skills and knowledge. Staff say they love working at the setting and can ask leaders for help if they need it. Leaders monitor staff practice and check their understanding of safety and safeguarding procedures. Leaders typically recognise areas of the curriculum and provision that could be strengthened further, such as more consistently expanding older children's vocabulary. They recognise they could focus more on further adaptations to ensure all children with special educational needs and/or disabilities (SEND) get the most out of every learning experience. They are planning to develop these aspects.

Leaders carefully consider transition arrangements for children and tailor arrangements for each individual child so that they successfully settle in. As children move to school, leaders share vital information with school staff. They work in a coordinated way, liaising with other professionals and families of children with SEND and children known to social care. This ensures all children are well prepared for the change ahead.

Leaders share information with parents and carers and encourage learning at home. They provide a book-borrowing facility and encourage families to promote literacy skills at home through their 'travelling bear'. Families can take the bear home and write about their adventures in the bear storybook. Parents of children with SEND say their children have made lots of progress since joining the setting.