Bright Origin Nursery Baby's Castle

Inclusion: Strong standard

Leaders are highly effective in their consistent approach to working with experts to promote children's wellbeing. For example, seek expert advice and guidance to develop their understanding of the impact that children's prior experiences can have on brain development, emotional wellbeing and learning. As a result, staff are consistent in providing sensitive and responsive support to all children. The consistent commitment staff have to embedding these approaches has lasting impact on children's outcomes.

Staff diligently assess children's needs as they join the nursery. This includes taking swift action to work collaboratively different agencies to promote the learning of children known to social care. Staff rigorously monitor the impact of their work on children's learning and development. For example, by regularly creating detailed assessments of children's achievements and sharing these with experts to select new areas of teaching focus.

The extent to which staff get to know individual children is impressive, it enables them to carefully adapt their approach to individuals. This helps all children thrive and be ready to learn. As a result, staff make a demonstrable difference to all children. Their self-belief, emotional security and resilience is impressive and helps them to be very well prepared for their future lives and education.

Curriculum and teaching: Expected standard

Staff design a curriculum around the children's interests. This helps all children to engage well in learning and feel motivated to join in. For example, children who enjoy football have regular opportunities to develop their physical coordination and strength. Staff understand that repeating activities helps children to build on physical skills. Children enjoy having access to an abundance of sensory activities that help them to discover different textures and experiences. This promotes their enjoyment of learning.

Children typically develop independence as they carry out self-care tasks such as dressing themselves and feeding themselves. This helps children to feel competent. Staff teach a foundation of mathematical skills so that children learn to use numbers, patterns and shapes in their play. Staff regularly assess children's understanding, and this helps them to set targets so that all children can gain skills relevant to their ages and stages of development.

Staff work collaboratively to understand the needs of children with gaps in their wellbeing and learning. Staff are typically skilled at holding children's attention and at planning activities that spark the interest of all children. They adapt their teaching to help all children, including those with gaps in their learning to succeed.

Achievement: Expected standard

Children benefit from staff who help them to develop language. Babies hear everyday words that have been carefully selected by staff. They babble back as they learn new to communicate. Babies learn to use facial expressions and body language as they play happily with key staff who know them well. This helps them to feel safe and secure as they express their needs. All children engage in back and forth conversations with staff that helps to develop their fluency.

Children typically learn social skills as they learn to take turns and share with others. They benefit from staff who pay attention to their emotional development and feel happy in readiness to learn. Children have warm and close bonds staff who give them reassurance. This includes babies and those who are new to the nursery.

All children, including those with barriers to their learning enjoy partaking in carefully selected activities that promote their physical development such as using tools to help develop their muscles in order to manipulate materials and tools. They develop confidence as they use equipment to draw, paint and develop early writing skills.

Behaviour, attitudes and establishing routines: Expected standard

Staff work with experts to understand barriers for children who have gaps in their social and emotional development. This helps them to inform their teaching to support children to gain self-esteem and enjoyment across the curriculum. This includes for children who are known to social care or for disadvantaged children. As a result, children are confident learners who try hard at activities and feel proud of themselves when they succeed. Children learn that working hard even when they experience setbacks helps them to learn. Staff consider any barriers to attendance and are able anticipate issues so that all children attend well and develop positive routines. The consideration staff give to babies' individual routines and backgrounds helps them develop positive routines that support their wellbeing.

Overall staff sensitively approach any incidents of poor behaviour appropriately. However, staff do not consistently anticipate when children may struggle to manage more complex emotions, for example during transitions between activities. Strategies for explaining expectations of children's behaviour are not yet fully embedded. This limits the ability of children to exhibit their best possible behaviour at all times of the day.

Children's welfare and wellbeing: Expected standard

Leaders work extensively with experts to promote the wellbeing of children known to social care and disadvantaged children. For example, they use expert strategies to understand barriers to wellbeing to help children to develop healthy attitudes to eating. Staff typically support children to develop positive attitudes to exercise and outdoor play. They support children to enjoy physical activities that build on their strength, stamina and motor skills. All children develop a healthy attitude to physical activity.

Staff help babies to feel safe by working with parents to consider their individual routines. They use this information to develop safe sleeping arrangements for babies that help them to have enough rest to be ready for the day ahead.

Typically, children eat healthily and leaders share information with families about the importance of nutrition to support children's physical development. Staff make adjustments to their approaches to mealtimes to support children with barriers to their wellbeing. However, staff do not yet have a consistent approach to ensuring that all children develop positive attitudes to healthy eating. Opportunities for all children to develop lifelong healthy eating habits are not yet fully embedded.

Leadership and governance: Expected standard

Leaders work strategically to support all children, including disadvantaged children to access the help they need to achieve. This includes having oversight of staff who make links with professionals to give expert advice for children. Leaders provide staff with regular support, sharing their expertise and assisting staff to access training. This helps staff to develop their teaching skills over time. Leaders recognise the importance of staff wellbeing and workload they typically support staff to manage this so that they feel valued and supported.

Leaders typically communicate well with parents, helping them to understand their policies and what this means for their practice to support children's wellbeing and development. They help them to access services that have a positive impact on the experiences of children. This includes working with other professionals to promote the experiences of children who are known to social care. Leaders use information and feedback from parents, carers and professionals to identify areas for improvement and ensure that actions have a positive impact on children's experiences and outcomes.