Bright Owls Nursery Harrow

Inclusion: Strong standard

Leaders have established a positive and inclusive culture where they identify, assess, celebrate and support children's individual needs effectively. This is achieved through extremely effective communication with children's families and ongoing observation and assessment. Leaders and staff provide practical help for families, as well as emotional support, which ultimately promotes children's achievement and wellbeing. For example, leaders have successfully worked in partnership with parents and carers and other relevant professionals, such as speech and language therapists, to provide those children with special educational needs and/or disabilities, or those facing other barriers to their learning, carefully sequenced support when barriers to their learning or wellbeing emerge.

Staff skilfully implement interventions and review the impact, such as the 'Early Talk Boost' programme, to increase communication skills. Children's progress is consistently monitored and updated on a regular basis. Leaders use funding, including from an education, health and care plan, purposefully to reduce any barriers. For example, they buy resources that support children's emotional security. Leaders also support children known, or previously known, to children's social care through effective partnership working. They monitor children's progress to evaluate the effectiveness of interventions. Children consistently receive the help they need to participate fully and make progress.

Curriculum and teaching: Strong standard

Leaders ensure that learning experiences are appropriately paced so that children enjoy learning in this nursery. Staff design a curriculum that reflects children's developmental needs and supports learning across all areas of the early years foundation stage. Children benefit from highly effective teaching for communication and language, physical development and personal, social and emotional development. Their communication is enhanced through conversations, rhymes and imaginative play. For example, during role play, staff encourage children to talk about firefighters and what they do, prompting children to share their ideas and further develop vocabulary.

Staff use assessment information to plan experiences that build on what children know and can do. They confidently adapt teaching for younger children with a focus on communication. Staff consistently enrich children's thinking, such as when making sequencing patterns with autumn colours outdoors or adding English words to children's contributions about breakfast at home. This impacts successfully on children's learning opportunities to broaden vocabulary and deepen their early mathematical understanding.

The curriculum remains inclusive and supported by appropriate adaptations, including visual topic cards. Leaders have prioritised consistency in extending language during everyday experiences. For instance, staff introduce new vocabulary during water investigation, such as syringes and pipettes. Language is also promoted through home learning, when children take a 'read at home' bag with books each week to share with their parents and carers.

Achievement: Strong standard

All children, including those with barriers to their learning, achieve extremely well in their learning and development. The youngest children explore their environment very confidently, increasing their physical coordination as they become increasingly agile. They understand and practise clear and simple vocabulary and love to sing with staff. Older children speak expressively as they use their broadening language skills to to share their opinions.

Mathematical concepts are woven successfully through everything, such that children independently use fingers to show number value in rhymes and use ordinal numbers on a balancing course outside. Children, including those who speak English as an additional language, thrive due to tailored teaching that allows them to achieve individual milestones.

All children learn to understand their own and others' feelings, through turn-taking and playing cooperatively during games. This supports children's growing social skills. By the time children are preparing to move on in their education, they have the confidence, emotional resilience, independence skills and knowledge they need.

Behaviour, attitudes and establishing routines: Strong standard

Staff and children develop very warm and responsive relationships throughout the nursery. Staff skilfully provide immediate reassurance to help children feel safe and learn how to manage their emotions. They clearly teach children the reason for staff's expectations for their behaviour, such as when staff remind young children how to chew safely during lunch. Staff carefully consider each child's individual needs, age and stage of development when supporting them to enjoy learning. For example, they adapt their approach during daily routines by giving younger children space next to a staff member leading circle time. This helps all children to engage and participate in group activities.

Children learn to respect others even when they do not get their first choice. Therefore, they play harmoniously and cooperate beautifully. For example, after a toothbrushing group activity, older children independently make room so that young children can excitedly wash their toothbrush first. They receive warm praise from staff for being so kind.

Leaders work very hard with parents to promote the importance of children's regular attendance and punctuality. They go to great lengths to support families and provide consistency, helping to ensure that children benefit from the full curriculum.

Children's welfare and wellbeing: Strong standard

Children feel safe, secure and valued because leaders and staff consistently prioritise their care and emotional security. Staff know children well and respond sensitively to their individual needs. They understand children's dietary requirements and take highly effective steps to meet children's health needs. Systems are in place to support sleeping children safely through effective monitoring arrangements. For example, staff monitor sleeping children through direct supervision and use of a sleep chart.

Children receive support to recognise and manage their feelings through positive interactions and nurturing relationships. Staff help children to develop independence within daily routines. When children experience minor setbacks, staff provide reassurance and guidance that promotes children's emotional resilience.

Leaders have established inclusive practices that ensure children who face barriers to learning or wellbeing receive support to learn well. For example, the planned layout of the outdoor space gives children greater freedom to explore and learn independently while constantly within sight and hearing of staff. Staff teach children personal safety and positive hygiene habits throughout the day. For instance, children wash their hands with minimal support before eating and they learn to use cutlery independently. Effective partnership working with families and professionals helps staff to understand children's circumstances and respond effectively.

Leadership and governance: Strong standard

Leaders evaluate practice thoughtfully and identify priorities for improvement. Developing a secure foundation for children to achieve, belong and thrive is a major strength. Staff send transition reports to schools and prepare children very well for this next stage.

Leaders provide highly effective opportunities for staff to develop their knowledge, confidence and professional independence so that they can apply agreed approaches consistently and confidently through continuous improvement. They also support staff's wellbeing through regular supervision and team meetings. Staff are highly motivated and positive. The excellent teamwork and communication results in efficient and highly effective working practices. This is evidenced by the long-standing and happy staff team.

Leaders maintain a highly effective two-way flow of information with parents and carers. Parents praise the kindness of leaders and staff and appreciate the effective communication. They feel well informed about the day-to-day life of the nursery as well as their child's progress and future learning goals. This includes termly tracking discussed with parents and photos of children's learning sent directly to families. All children, including those with special educational needs and/or disabilities or those facing other barriers to their learning, receive care and teaching for their next steps. Leaders work diligently with the local authority and specialists through referral processes, ensuring these children secure vital support to thrive.