Bright Start Early Years Ltd

Inclusion: Strong standard

Leaders and staff positively support children with special educational needs and/or disabilities (SEND) and those facing other barriers to learning and/or wellbeing. They work sensitively with parents to consistently break down barriers and make suitable adjustments throughout the day to aid children's learning. Staff use resources effectively to ensure all children know what is happening next. This positively impacts how children settle and helps them feel safe and secure. Staff receive training to meet the needs of their key children. Staff implement the curriculum effectively, positively impacting children's experiences and outcomes.

A highly successful parental partnership allows staff to quickly identify children's needs and provide targeted, individualised support. Staff work proactively with external agencies for children with SEND and to help identify strategies to close gaps in children's development. For example, they work closely with speech and language and occupational therapy specialists. Leaders prioritise staff training to ensure staff have the skills needed to assess children's learning and make the adjustments needed to help them thrive. Additional funding is used effectively to meet the needs of the children it is intended to support, including purchasing additional equipment. Children's progress is positively impacted by a commitment to inclusive practice.

Curriculum and teaching: Expected standard

Leaders plan an inclusive curriculum that ensures that all children can access, participate and succeed in meaningful learning experiences. Leaders ensure that strategies and resources that support children with additional needs are embedded in everyday practice and available to all. Staff know each child well and adapt learning to meet individual needs. This approach ensures everyone can access learning and participate fully. As a result, children feel valued, respected and included. For example, when exploring with play dough, staff ensure that all children can easily access the activity and engage at their own level. Staff provide support and encouragement when needed. This helps children develop bonds and boost confidence.

Children make good progress in all areas of the curriculum. Staff support and develop children's language and physical and social skills well. For example, at snack time, children are supported by staff to sit in their chairs themselves and engaged in meaningful conversation. However, at times, staff could use teaching in these foundational areas of learning to further inspire children to develop their curiosity and skills relating to mathematics, literacy, art and the wider world.

Achievement: Expected standard

Children achieve well across all 7 areas of the early years foundation stage, developing the knowledge and skills needed for the next steps in their education, including school. In particular, children demonstrate their personal and emotional development through play. For example, they share and take turns with the resources. This demonstrates that they feel safe, secure and confident as learners.

Children feel welcome from the moment they arrive at nursery. Generally, they enjoy their learning, as activities are well matched to their needs and interests. This has a positive impact on their educational outcomes. Children make steady progress and achieve well across all areas of learning. From the earliest stages, children benefit from staff who know them well, reflected in well-established routines supporting early independence.

Children benefit from frequent and purposeful opportunities to develop critical thinking, which supports achievement. For example, staff include purposeful circle time to extend children's social and emotional skills. Children learn the foundational skills in mathematics they need. However, this could be further extended through developing staff's confidence in this area.

Behaviour, attitudes and establishing routines: Expected standard

Children thrive within the setting's established routines. Staff maintain an environment where expectations are reliable and consistent. They form warm, trusting relationships with key persons and other familiar adults. These adults act as positive role models. Familiar adults provide reassurance and support, helping children develop emotional security. As a result, children show kindness, respect and consideration towards others. They clearly enjoy playing and learning together. Children confidently invite adults and peers into their play. This shows they feel safe, secure and valued in the setting.

Children are treated with dignity and respect. Staff respond sensitively to children's verbal and non-verbal communication. This occurs throughout the day and is clearly evident during times such as nappy changes and sleep time.

Attendance is monitored proactively to support children's wellbeing and engagement. Leaders maintain effective systems to track attendance. They promptly follow up on unexpected absences. Staff recognise challenges that can affect family attendance patterns. These may include changes in family circumstances. The setting works flexibly with families to minimise disruption. Places remain available when short-notice attendance is required. These arrangements reduce barriers to participation, allowing children to fully benefit from the curriculum in place.

Children's welfare and wellbeing: Strong standard

Leaders establish a consistent culture of care that places children's welfare at the centre. Children's wellbeing is ensured through staff's warm and responsive relationships. Children develop secure attachments with familiar adults who know them extremely well. Staff respond swiftly and sensitively to children's individual needs. As a result, children consistently demonstrate confidence, emotional security and a sense of belonging.

Staff promote healthy lifestyles through very well-established daily routines. Children actively participate in daily toothbrushing, healthy eating and hygiene activities. These experiences help children develop positive habits for the future. The setting's recognised oral health work reflects strong leadership commitment. The environment is well organised and engaging and inspires children's growing independence. Mealtimes are social, purposeful and enjoyable. For example, staff model positive interactions and actively encourage communication and making choices. Children are keen to join in and learn to share, take turns and respect others.

The use of visual supports is consistently used to ensure all children understand routines and upcoming activities to help them feel secure. The robust measures in place to support children's emotional wellbeing results in children who become reflective, resilient and confident learners who engage positively with others. Staff understand and follow the policies and procedures well and implement them consistently across the setting. For example, leaders and staff follow up children's absences to support children's welfare and help ensure all children can access the full curriculum.

Leadership and governance: Expected standard

Leaders generally provide purposeful and effective leadership across the setting. They create a welcoming and inclusive environment for children and families. Strong partnerships with parents and the wider community help families access support when needed.

Leaders understand their statutory responsibilities and meet requirements effectively. They respond appropriately to changing circumstances and ensure required actions are completed promptly. The successful move to permanent premises demonstrates their commitment to stability and continuity for children and families.

Leaders typically value staff and recognise their individual strengths. They are developing roles and responsibilities to make effective use of staff expertise. This approach supports professional development and promotes reflective practice. Staff generally feel valued and supported in their roles. As a result, the setting maintains a positive culture of continuous improvement.

Leaders clearly understand the setting's strengths and development priorities. They regularly evaluate practice and identify areas for improvement. Leaders are aware they need to build on the strengths identified in the teaching of physical development, language and social development to further develop the curriculum in other areas. Targeted professional development to support staff confidence and skills in teaching mathematics would support greater consistency in this area.