Bright Stars Nursery

Inclusion: Strong standard

Leaders and staff demonstrate a strong commitment to meeting children's individual needs. They work closely with parents and carers to build a detailed understanding of each child and to swiftly identify any barriers to learning. Prompt and effective action ensures that all children, including those with special educational needs and/or disabilities (SEND), receive the support they need to make strong progress.

Children with SEND are exceptionally well supported. Staff work in partnership with parents and a range of external professionals to ensure that children's health, care and learning needs are met. Leaders use additional funding with integrity and transparency, carefully directing resources towards targeted training and specialist equipment to enhance inclusion. Barriers to learning are consistently removed, enabling all children to access the full range of experiences and participate fully. No child is disadvantaged or made to feel different.

Leaders place a high priority on staff development. Staff benefit from a wide range of professional training, including supporting children with SEND and those who speak English as an additional language. They share effective practice and confidently implement new strategies, such as the use of sign language, to support communication and learning.

Parents value the guidance and tailored support they receive, particularly when accessing external referrals. They report feeling well informed and fully involved, and confirm that their children make very good progress.

Curriculum and teaching: Expected standard

Leaders are passionate about providing a personalised approach to children's learning. They identify where staff require additional support and implement strategies to improve practice. Leaders use additional funding appropriately to enhance children's experiences and ensure access to opportunities that they may not otherwise have.

Staff understand children's next steps and plan activities that build on what children already know and can do. Leaders maintain effective communication with other settings that children attend, which supports continuity in children's learning and development.

Staff deliver the curriculum with a strong focus on children's emotional development. They carry out regular observations and assessments to monitor progress and adapt teaching accordingly. Communication and language are prioritised well. Staff consistently narrate children's play, introduce new vocabulary and extend learning through meaningful interactions. Mathematical language is embedded in play.

Staff effectively support children's individual interests and learning styles. For example, they plan well for children who prefer to learn outdoors, offering opportunities to run, explore and use large spaces to build their confidence and physical skills.

Children benefit from a well-balanced range of adult-led, small-group and whole-group activities. However, on occasion, some large-group sessions are not fully matched to the age and stage of development of all children participating. Staff provide meaningful opportunities for children to learn about the wider world through stories, discussions and carefully planned experiences, including visits from members of the local community. Children generally follow established routines well. However, transitions between activities are sometimes disorganised, which can result in some children becoming distracted.

Achievement: Expected standard

Children, including those who enter the nursery with gaps in their learning or with special educational needs and/or disabilities (SEND), make good progress from their starting points. Children develop the skills they need and are well prepared for the next stage in their learning.

Children learn to concentrate, listen attentively and follow simple instructions. They show confidence and resilience, readily having a go and testing their abilities. For example, babies remain focused as they explore shredded paper, carefully pulling it apart and responding to the different textures. Pre-school children successfully draw on their prior knowledge to recall previous learning, such as familiar stories.

Children develop their communication skills and extend their vocabulary through songs, rhymes and stories. Babies show delight as they explore their environment, demonstrating curiosity as they investigate a range of sensory objects. Toddlers build their independence as they attempt to put on their own coats and shoes. However, on occasion, children become distracted when in larger groups while performing simple tasks, as these tasks take longer than anticipated.

Behaviour, attitudes and establishing routines: Strong standard

Children behave exceptionally well. Leaders have established a calm, nurturing environment where expectations are clear and consistently applied. Children arrive happy and ready to learn. They settle quickly and confidently engage in purposeful play. Familiar routines are embedded, and children follow these with ease, responding positively to the gentle guidance and reassurance provided by staff.

Children are highly motivated learners. Babies show curiosity as they explore a range of age-appropriate resources, carefully examining toys with sustained interest. Toddlers are inquisitive and demonstrate high levels of concentration, for example, when using different tools in the water tray for extended periods. Older children take pride in their achievements and eagerly share their creations, reflecting their growing self-confidence and sense of accomplishment.

All children, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), are supported effectively to manage risk and develop independence. For instance, children understand how to carry scissors safely indoors and how to climb outdoor equipment with care. Staff adapt expectations sensitively, breaking tasks into manageable steps and clearly modelling activities. This ensures that children with SEND are given the time and support they need to succeed.

Leaders work closely with families to promote attendance, adapting sessions where necessary to support individual circumstances. Children form strong friendships, demonstrating kindness and cooperation. They are happy, relaxed and clearly enjoy their time at the nursery.

Children's welfare and wellbeing: Strong standard

There is a strong focus on supporting children's social and emotional resilience. Staff build close, trusting relationships with children, which help them to feel safe and secure. Babies and young children seek comfort from their key person, which shows they have formed secure attachments. Careful consideration is given to the settling in of new children. Staff stay close to them, respond sensitively to their needs and make every effort to provide a calm and positive early experience.

Children thrive on the consistent praise and encouragement they receive from staff. This helps them to develop confidence and independence. For example, children confidently choose resources that interest them and take responsibility for simple tasks, such as setting the table and tidying away equipment. They demonstrate good self-help skills and follow appropriate personal hygiene practises.

Staff effectively support children's health and wellbeing. They ensure that dietary requirements are closely followed and work in partnership with parents to promote healthy eating, including providing home-cooked hot meals or offering guidance on nutritious lunch boxes.

All children develop good physical skills. Older children run, climb, throw balls and dig in the sand with confidence. Younger children strengthen their fine motor skills as they use tools in the water tray, carefully filling and emptying jugs. Babies confidently crawl, climb and pull themselves up to stand. Children learn to manage risks as they balance along beams and jump from steps outdoors.

Leadership and governance: Strong standard

Leaders have a clear vision and high expectations for every child. They know their community well and understand the needs of local families. Leaders consistently act in children's best interests and focus on achieving positive outcomes. They have a clear understanding of the setting's strengths and areas for development and take timely action to improve practice. Reflective practice is embedded and used effectively to enhance teaching and learning.

Staff feel well supported and confident in their roles. They understand leaders' expectations and value the attention given to their wellbeing. Professional development is purposeful and tailored to children's needs, resulting in positive learning outcomes.

Leaders are committed to building strong, trusting relationships with families. This helps parents to feel safe to share concerns or changes in their circumstances. Leaders have a detailed understanding of children's lives and ensure that all staff remain alert to changes in children's behaviour or wellbeing.

Partnership working with external professionals and other settings is highly effective. Support for all children, including those with additional needs, is timely and well coordinated. Leaders maintain strong links with parents, providing practical guidance and resources, such as advice on potty training and healthy eating. Regular updates on progress and responsive practice ensure that children receive consistent support at home and in the setting.