Bright Origin Nursery Lee High Road

Inclusion: Expected standard

Leaders engage with a range of professionals to support children's experiences at the nursery. They consider children's individual backgrounds, including disadvantaged children, to help them to form attachments that help them feel safe and happy. Leaders identify children's emerging needs accurately and take effective action to obtain support for children's learning. They work with a range of professionals, including educational, health and social care experts to promote the development and wellbeing of all children. As a result, the support that children receive in the nursery reduces barriers and typically helps them to meet milestones. Staff routinely prioritise the core skills that children with barriers to their development need to be independent and to express themselves. The support they provide typically helps to reduce barriers for children in preparation for school.

Leaders with oversight of supporting children with gaps in their learning, and children known to social care, are new to their roles. This limits how they can support staff to consistently plan activities that focus on precise next steps for individual children with gaps in their learning.

Curriculum and teaching: Expected standard

Staff interactions are of high quality across the nursery. Staff make sure that every discussion with children is an opportunity to learn. Staff effectively ask children open questions, and this helps children to describe what they can see and understand. Children with gaps in their development hear and use language everyday through back-and-forth conversations, where staff explicitly repeat and reinforce key vocabulary to support children's development. This helps to promote the speaking skills of all children so that they can express their needs well.

Staff skilfully teach mathematical concepts to children. For example, they teach children to extend their thinking by asking about what happens if we have more or less of different quantities. Staff encourage children to identify shapes, share objects and measure quantities. Children develop a natural curiosity about numbers as they solve problems.

Leaders typically oversee the curriculum well and help staff to identify next steps for children to work towards. However, these targets are not consistently detailed to identify precisely what individual children need to practise. This limits the ability of staff to embed planning so that activities consider closely all of the skills and knowledge individual children need to learn.

Achievement: Expected standard

Children feel happy to explore the environment at the nursery. They build on key physical skills as staff teach them to balance, climb and develop their stamina. When children find new activities tricky, they benefit from the support of staff. Children learn to try again when they experience setbacks. This helps them to develop their resilience as they take pride in their achievements.

Children make friends and cooperate with them well. They generally gain key social skills as staff support them to be patient and take turns. Children who need support to manage their feelings know that staff will listen to them. This helps them to feel safe and ready to learn.

Children typically benefit from opportunities to gain knowledge and skills at all times of the day. For example, during snack times, children learn to cut fruit, count segments of oranges and share this with their friends. Children gain key knowledge and skills across the early years curriculum.

Behaviour, attitudes and establishing routines: Strong standard

Staff consistently support children to develop positive attitudes and respectful relationships with others. They reinforce clear expectations for behaviour and help children understand how to interact positively with their peers. For example, staff encourage children to use polite language, wait patiently and take turns. As a result, children, including the youngest, understand expectations and behave positively towards others.

Staff create robust routines that consider the unique needs of children, including those with special educational needs and/or disabilities. They react swiftly to support children to benefit from routines that are specifically adapted for their needs. For example, children are given bespoke support when they play outside or go on outings. This not only promotes their independence but also their feelings of security and safety. Children feel emotionally secure and behave consistently well at all times of the day.

Leaders closely consider children's attendance to help them to anticipate any barriers to accessing the nursery. Staff are dedicated to helping children to learn to focus by closely considering children's individual interests. For example, they spend time helping children to focus and concentrate as they play in the water tray. All children are highly motivated learners who want to join in and learn.

Children's welfare and wellbeing: Strong standard

Staff teach children lifelong healthy habits. For example, they speak to children about the impact that fruit has on their digestive system. Children feel excited to try new foods and flavours. Staff encourage them to use their manners and take turns. Children prepare their food and share it with others. Children develop positive attitudes to food and nutrition that they can use in their future lives. Staff role model safe eating as they eat together with the children. This encourages them to try new foods and develop lifelong healthy eating habits.

Staff consistently adapt the environment to support children with gaps in their wellbeing. For example, they adapt furniture to support children's wellbeing and reduce hazards for children with special educational needs and/or disabilities. Children who need specialist support to develop self-care skills, such as toileting and feeding, receive bespoke plans and staff relentlessly adapt their approach to find out what works for individual children. These children make rapid progress in these key skills. This has a strong impact on children with gaps in their learning as they move on to school.

Leadership and governance: Expected standard

Staff enjoy working at the nursery because leaders consider their wellbeing. Leaders take steps to identify any support that staff need, including their aspirations to develop their own knowledge and skills. They encourage staff to take on responsibilities that reflect their knowledge and skills. Staff continue to gain experience of supporting disadvantaged children and those with barriers to their learning.

Leaders are reflective of their practice. They work together as a team with staff to evaluate the impact that their work has on the learning and wellbeing of all children. For example, they work as a team to explore how best to obtain specialist support for children who are disadvantaged or have gaps in their learning. This helps staff to understand how plans for improvement influence their practice and the support they provide for children.

Leaders typically communicate with parents about children's background experiences and what they have been learning. However, leaders are not consistent in how they share information with all parents about children's developmental milestones and what this means for their learning. For example, not all parents are able to consistently access accurate online information about children's targets or meet with staff regularly to discuss children's progress. This limits the ability of all parents to extend children's learning at home.