Bright Futures Nursery School

Inclusion: Expected standard

Leaders and staff follow a graduated approach to complete assessments to support early identification for children with special educational needs and/or disabilities and children who may face barriers to their learning, including children who speak English as an additional language. They monitor progress through targeted support plans. These plans are supported by outside agencies and parents to ensure that children get the support they need.

Leaders support families to access additional support outside of the setting, such as the local family hub, where they are able to support families further.

Leaders utilise additional funding, such as early years pupil premium, to tailor support for children through a range of experiences at the nursery. Funding is used to support children's needs and interests at the nursery. Leaders regularly monitor the impact of this.

Staff work with external agencies to support children's individual needs. For example, leaders have supported families in receiving the right support and help for their child's learning and development.

Leaders and staff make adaptations where needed to support children during their time at nursery. However, at times, children with sensory needs do not always have risk assessments to support them fully at nursery.

Curriculum and teaching: Expected standard

Leaders and staff have a clear vision of what they want children to know and do. They have detailed curriculum plans that weave through each room. Leaders and staff sequence their curriculum well. The children enjoy traditional story tales. They enjoy taking part in various activities to support their learning. For example, children explore making houses out of twigs that have been collected from the forest. Older children use their imagination skills well. Children design their houses using 'long', 'big' and 'small' twigs. They then talk about the shape of the house, counting the sides. Younger children play in the sand, filling and pouring. Staff are skilful in challenging children's thinking skills. They talk to the children about size and capacity. This supports children's mathematical development.

Children make good progress in their language and communication skills. Staff provide high-quality teaching for all children, including children with special educational needs and/or disabilities, children who may face barriers to their learning and children who speak English as an additional language. Children enjoy taking part in activities that support them to talk about their differences and similarities to each other. They learn about body parts and talk about the colours of hair and eyes through the activities provided. Leaders and staff provide an inclusive environment for all children. They provide experiences for children to take part in cultural celebrations, such as Chinese New Year. This supports children's understanding of the world around them.

Staff have warm and responsive relationships with all children. Children seek comfort from staff members when needed. This shows that children feel safe and secure at the nursery. Children's physical development is supported well; younger babies move around using furniture to help themselves stand up. Older children enjoy activities on large and small scales. For example, children enjoy taking part in a cricket session outdoors. Children listen and work together to follow the staff's instructions. This supports them to build positive relationships.

Achievement: Expected standard

Children enjoy sessions in the forest. They look forward to the activities that take place there. Children enjoy taking care of the pet rabbit during these sessions. This helps them to learn how to care for living things.

Children make progress from their starting points, including children with special educational needs and/or disabilities and children who may face barriers to their learning. Babies enjoy exploring resources with their key person. Older children enjoy being creative through a range of activities on offer.

Children are developing their independence skills well at the nursery. Children follow instructions, such as helping to tidy up after activities and putting on their own coats. This supports children for their transition to school.

Children develop their language and communication skills well. Children enjoy taking part in singing sessions, such as 'what's in the box'. Children are excited to wait for their turn and find out what is in the box. This supports children's early language skills.

Children enjoy sharing stories, including library sessions, which the children enjoy taking part in. Children learn how to handle and care for books. Children foster a love of books. This supports their early literacy skills.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff are positive role models at the nursery. Staff consistently remind children of the rules of the nursery. Children respond well to the instructions given and learn what is expected from them. Children know the daily routine well and help to tidy up when it is time to transition to the next activity. At times, noise levels can be distractive to children when learning is taking place, and children become disengaged.

Leaders and staff promote the importance of good attendance at the nursery and support families with sessions that are best suited for each child. Staff adapt learning to support children with special educational needs and/or disabilities or children who may face barriers to their learning.

Leaders and staff help children to learn to take turns and share with their friends. Children are learning how to develop their empathy skills and talk about feelings. They are developing their independence skills at nursery. For example, they are learning to put on their coats and hang them up after going outdoors. Children also collect their lunches and scrape them away after they have finished. This supports them for their future learning and in preparation for starting school.

Children's welfare and wellbeing: Expected standard

Leaders and staff take time to get to know each child's family to ensure that they know their key child and how to support them in nursery. Tailored plans are in place for children with special educational needs and/or disabilities or who may face barriers to their learning. Parents and carers feel very well supported and say that the nursery leaders and staff 'really care'. Children have warm bonds with their key person and seek support throughout the day when needed. This supports children's emotional development well.

Children's care needs are met; staff ask children's permission to change their nappies. Children wash their hands before mealtimes. However, on occasions, staff are not quick to respond to supporting children in wiping their noses. Safer sleep practice is followed at the nursery. However, leaders and staff must complete robust risk assessments to ensure that beds are in good condition and replaced swiftly.

Children enjoy outdoor play and exercise at the nursery; older children eagerly get their coats on to play outdoors and learn how to play cricket. Children follow instructions well and learn to play as a team. Children's physical development is supported well.

Leaders and staff provide children with home-cooked, nutritious meals. Children enjoy mealtimes at nursery. Staff use mealtimes to encourage healthy choices to support children to lead a healthy lifestyle.

Leadership and governance: Expected standard

Leaders have a clear vision of where they want the nursery to be. They share this with the staff team. Staff report that they feel very well supported at the nursery and say their workload is manageable. Staff's wellbeing is given priority by the leaders of the nursery. They complete regular supervisions to help support and enhance staff's practice. Staff have regular training and feedback on how this has supported them in their practice.

Leaders have an accurate understanding of the nursery's strengths and their key priorities. They have a commitment to ensuring that the nursery strives forward. Leaders are supported by governance to put the nursery in the heart of everything they do.

Leaders work closely with parents/carers to ensure that they are supported and feel able to share any worries they may have. Leaders support all families to ensure that all children's individual needs are met. Leaders make decisions in the best interests of all children, including children with special educational needs and/or disabilities or who may face barriers to their learning. Leaders reach out to outside agencies to support families even further when needed. Parents and carers say that they feel the nursery has helped and supported them to ensure their children are able to grow and make progress.