Bright Start Cliftonville

Inclusion: Expected standard

Inclusive practice is a focus for leaders. They work hard to remove any barriers to learning. Children who speak English as an additional language are welcomed through books and activities that reflect their home culture and language. Staff use visual aids and simple sign language throughout their interactions. This helps children to understand, join in and learn English. Leaders translate information for parents to support communication and promote a shared approach. However, there are some inconsistencies because sometimes leaders have not found out enough about languages spoken at home. They recognise and reflect on communication difficulties when they need to share complex information, such as development and support referrals. Leaders have plans to improve this, but they are not yet fully embedded.

Typically, staff understand children's individual needs well. They use their observations to identify what children know and can do and where they may have gaps in their development. When areas for support are identified, they work in partnership with other professionals. For example, specialist teachers visit the nursery to provide children with a collaborative approach. Staff then deliver targeted interventions to help close gaps in children's learning. Leaders use additional funding that children receive extremely well. This helps to make sure that children make the best possible progress.

Curriculum and teaching: Expected standard

Leaders have a suitable understanding of the curriculum and quality of teaching. Staff provide a broad and varied curriculum for the children. They prioritise children's independence, communication and physical development. This is adapted to the different ages and needs of each child. Staff know the children well and provide play opportunities that follow their interests. This supports what children need to learn next. For example, staff set up a baby care area to help children who have recently welcomed a new baby into the home. The curriculum is sequenced between different rooms so that children feel familiar with their environment. As children move between different rooms, staff support them to develop independence and self-care skills.

Typically, staff have a secure knowledge of the curriculum and interact well with the children. They provide a narrative as children play. However, some staff are more confident in using description and explanation with the children and do not make best use of questioning techniques. For example, they use questions that do not give children an opportunity to think for themselves. This means that children are not always encouraged to practise and use their growing vocabulary. Children develop well in their physical development. They paint with their fingers, use a variety of utensils in the sand and cut paper with scissors. These activities help develop their fine motor skills so that they are ready for early writing.

Achievement: Expected standard

Overall, children make appropriate progress from their starting points. This includes children with special educational needs and/or disabilities or those who face barriers to their learning. For example, children who were non-verbal when they started begin to use single words and then learn to join words together. Children who speak English as an additional language hear and learn new words every day. They grow in confidence as they communicate and play with their friends.

Children are confident in the environment. They are eager to explore and enjoy the interactions that they have with staff. Children start to be curious and solve problems themselves. For example, they ask for more paint when it runs out. They then take great care to fill their pots up to the top without overflowing. They are proud to show off the artwork they have created. Children develop independence through daily routines such as using cutlery, pouring drinks and helping to tidy away. As a result, children develop the skills and confidence needed for the next stage of their learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have commonly understood expectations for children. Children demonstrate positive attitudes to learning and respond well to the expectations of the setting. For example, they put suntan lotion and hats on before they go to play in the garden. Typically, children behave well. Staff deal with minor conflicts calmly and consistently, which helps to diffuse the situation quickly. Staff remind children about rules such as 'kind hands' and they understand to walk inside and run outdoors. Relationships between staff and children are warm and caring. They adapt routines around children's needs. For example, when they recognise that children are becoming tired, they respond with cuddles and prepare them for a nap.

There is a sharp focus on developing children's independence. Children are eager to have a go at tasks. For example, younger children enjoy practising eating with a fork and spoon. Staff are positive role models as they support children to master the tricky task of tilting the spoon to avoid spilling their food. Children understand that they must sit down during mealtimes and wait patiently for everyone to finish before they have their pudding. Older children scrape their plates and tidy up after eating. Parents feed back that this routine is having a positive impact as children now do the same at home. Most children have consistent attendance. However, some families do not yet understand the importance of regular attendance and how this benefits children's learning and development.

Children's welfare and wellbeing: Expected standard

Leaders and staff create safe and welcoming environments for children and their families. Children form positive attachments with staff. They are happy and excited to see their key person when they arrive. Staff interact and engage well with the children using a calm and warm manner. Staff know and follow the children's home routines well. Children reach out for cuddles when they tire as staff prepare safe spaces for them to sleep. They gently pat their backs to give them comfort and reassurance. Children settle to sleep with ease supported by responsive staff who follow safer sleeping guidance.

Staff promote healthy lifestyles through nutritious meals and physical activity. Children beam with delight as they get ready to play in the recently enhanced outside space. The nursery offers children a freshly cooked meal each day. Cultural and dietary requirements are well considered. Staff share information and advice about healthy food options to parents who provide lunches. Leaders have a high regard for children's oral health. They recognise that some families struggle to access the dentist, so they arrange for hygienists to come into the nursery. This means that all children can access vital dental services. Leaders and staff help to build healthy habits for the future.

Leadership and governance: Expected standard

Leaders are reflective and show a clear commitment to sustained improvement. They have an understanding of the setting's strengths and areas for development. For instance, leaders use a range of strategies to build partnerships with hard-to-reach families. However, they recognise that this is not yet fully embedded and further development is needed to improve information sharing and attendance and to secure even better outcomes for children. Leaders carefully consider and use additional funding very well to enhance the provision for children who are disadvantaged. They discuss their plans to introduce a sensory room and space for activities such as yoga to support children with special educational needs and/or disabilities. Leaders aim for this to contribute to the calm and relaxing environment that children already experience.

Overall, parent feedback is very positive. They appreciate that leaders are flexible in how they use their funded hours so they use their full entitlement. They also praise the relationships that staff build with the children. Many families engage with parent consultations and visit the nursery to receive feedback about their child's progress and development. They discuss what children need to learn next and know how to support them even further at home.

Leaders support staff development through supervision meetings, training opportunities and staff meetings. Staff supervisions prioritise wellbeing, workloads and professional development. For example, staff recently completed training on working with children who speak English as an additional language. Staff explain that they now feel more confident with the strategies that they use. This has had a positive impact on children's communication development.