Bright Little Stars Nursery

Inclusion: Strong standard

Leaders and staff place inclusion at the centre of their practice. They create a highly inclusive environment where all children feel valued and supported. Staff know children well. They identify needs early and take effective action to secure the support children need. They work closely with parents and external professionals, including speech and language therapists and the local authority, to plan and review support.

Children with special educational needs and/or disabilities make secure and sustained progress from their starting points. Staff use detailed knowledge of each child to adapt teaching and provide well-matched support. For example, staff provide targeted strategies, including one-to-one support and approaches they agree with external professionals, which help children engage, communicate and play alongside others.

Staff use children's interests effectively to promote engagement and participation. Leaders use additional funding well to meet individual needs. They deploy staff and resources carefully, so children access the curriculum fully. Staff help children build friendships, join group activities and grow in confidence. Staff build strong partnerships with parents and professionals, which supports continuity of care and learning. Staff prepare children well for transitions within the setting and beyond.

Curriculum and teaching: Expected standard

Leaders plan an inclusive and broad curriculum that supports all children's learning across all areas. They organise learning so children build on what they already know and can do over time. Staff focus on communication, physical development and secure relationships. They support babies to form nurturing bonds and to practise movements and early communication.

Teaching supports learning effectively in most instances. However, there are occasional variations in the quality of interactions and how well learning is extended. At times, large-group activities, such as yoga sessions, and higher noise levels within the environment limit opportunities for staff to build on children's thinking and deepen their learning. Despite this, staff adapt activities appropriately and encourage children to follow instructions, listen carefully and develop their physical skills.

Staff support children well as they transition between rooms. They share information about what children know and can do and plan opportunities for children to become familiar with new environments. This helps children settle quickly and continue their learning with confidence. Staff prepare children for school by supporting independence, including using the toilet and putting on coats and shoes.

Achievement: Expected standard

Children enjoy their learning and make steady progress from their starting points. Occasionally, staff do not consistently match activities or extend children's thinking during interactions. Babies show curiosity as they move, explore resources and communicate through gestures and lovely interactions when some recall familiar stories. In the toddler room, children develop confidence as they follow routines and learn how to negotiate and practise their social skills. Children in pre-school get 'school' ready as they practise their independence skills, learn to focus and listen. They take part in conversations with their friends and the adults who support them. All children, including those with additional needs, play cooperatively and form positive relationships. They behave very well and show kindness. Children develop independence as they manage personal care and make choices in their play. They build skills such as counting, recognising numbers, mark making and physical coordination.

Behaviour, attitudes and establishing routines: Strong standard

Across the setting, children behave very well and show consistently positive attitudes to learning and to others. They demonstrate the highest respect for adults and peers and follow expectations with confidence. Children share, take turns and cooperate with ease. They move between activities smoothly and follow routines with confidence. Staff provide consistent support to help children manage their behaviour, including those with additional needs. They act as strong role models and set clear expectations.

Staff use praise effectively to reinforce kindness, perseverance and effort. They use familiar characters, such as 'Charlie Challenge' and 'Eddie Effort', so children learn in a fun, engaging and meaningful way to keep trying and make an effort. Children respond positively and show pride in their achievements. They engage well in activities and sustain their attention. They show curiosity and motivation to learn. Staff support children to listen, follow instructions and stay focused. Children understand and manage their emotions well and resolve minor disagreements calmly. Leaders and staff monitor attendance closely and work with families to promote regular attendance. As a result, children attend consistently and benefit fully from their learning.

Children's welfare and wellbeing: Strong standard

Children feel safe, secure and valued in a calm, caring environment. They form close attachments with familiar adults and remain settled as they explore. Babies develop trusting relationships with staff. Children approach staff with confidence and seek reassurance when needed. This supports their emotional security. Children benefit from effective support for their health and wellbeing. They enjoy fresh, nutritious meals that support their growth and development. Children make healthy choices and begin to understand balanced diets. Staff follow robust procedures to manage allergies and dietary needs.

Children develop an understanding of healthy lifestyles. The setting's work in supporting children's health and wellbeing has been recognised through a highly regarded external accreditation. This reflects a strong commitment to promoting physical health, nutrition and oral hygiene. Staff provide regular opportunities for children to practise good oral hygiene. These experiences help children to develop healthy habits. Children develop secure hygiene practices. They learn to wash their hands and develop independence in personal care. Staff follow safe sleep practices consistently and supervise babies closely. Children benefit from staff's strong partnerships with families and professionals. Staff meet individual needs effectively. Children develop confidence that supports their welfare and wellbeing.

Leadership and governance: Expected standard

Leaders provide staff with regular supervision, training and opportunities for professional development. They access internal and external training to develop staff knowledge, particularly in supporting children's development and wellbeing. Staff feel supported in their roles. Leaders have systems to monitor practice and the quality of teaching. They observe staff, provide feedback and identify areas for development. These processes support improvement over time. At times, monitoring does not secure consistently high-quality practice across all rooms. As a result, there are occasional variations in the quality of teaching and interactions.

Leaders demonstrate a secure understanding of their responsibilities and maintain effective oversight of the setting. They implement clear policies and procedures to safeguard children and promote their welfare. Safeguarding arrangements are secure. Staff understand how to identify and report concerns and access clear guidance, including contact details for external agencies. Leaders respond appropriately to concerns and take suitable action. Leaders create an inclusive culture. They identify children who need additional support early and ensure staff work closely with parents and external professionals. Leaders use funding appropriately to provide targeted support and resources. This helps all children access the curriculum and make progress.