Bright Swans Day Nursery

Inclusion: Expected standard

Children with special educational needs and/or disabilities or who face barriers to learning are supported well. Staff typically know the children as individuals and take time to understand how each child learns best. The settling-in process is thorough, and regular observations and assessments help staff to identify children's needs at an early stage. Clear next steps are put in place and reviewed regularly so that any gaps in learning or development can be identified and addressed quickly.

Leaders and staff work closely with parents and with other professionals, such as paediatricians, speech and language therapists and the area support team. This helps to make sure that advice is shared and that children are supported in a consistent way. Parents say that they feel involved in their child's support and are kept up to date when outside agencies are contacted and any advice is given to further support their children. Staff training is effective because leaders use external agencies to enhance staff knowledge and practice.

Additional funding is used carefully to support children's individual needs. Leaders have used it, for example, to improve the outdoor area. This gives children more chances to build their physical skills, confidence and independence. It is especially useful for children who may not have regular access to bikes or outdoor play at home, as leaders have identified. Although there are no enrolled children currently known to children's social care, leaders and staff demonstrate a secure understanding of safeguarding. They monitor children's welfare effectively, maintain accurate records and follow safeguarding procedures confidently.

Curriculum and teaching: Expected standard

Overall, leaders have designed a suitably ambitious curriculum. They have a clear view of what they want children to learn and how this learning should build over time. Children are engaged and keen to join in with the activities on offer. For example, during water play, children count the fish, talk about the different colours and compare their sizes. These experiences help children to practise early mathematical language, develop their communication skills and build confidence as they play alongside others. Staff support children's learning through conversation and questioning, which encourages children to think and respond in their own way. However, some parts of the curriculum need further thought so that they are more closely matched to the ages and stages of all children, particularly babies. For example, the outdoor area does not yet fully support the physical development babies need in order to develop their physical skills and engage in meaningful outdoor play.

Personal, social and emotional development is a clear focus across the setting. Staff model positive behaviour and gently support children as they learn to share, take turns and manage being part of a group. They use praise well, so children understand what they have done successfully and are encouraged to keep trying. Literacy is also woven through the provision. Books are used to support activities and to enhance children's interest, and children have regular opportunities to make marks in different ways. This helps them begin to understand that marks and print carry meaning. Children with special educational needs and/or disabilities are included in the learning through carefully chosen resources and appropriate support. This helps them to take part alongside their peers and benefit from the experiences on offer.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities, enjoy a broad range of activities that help them build knowledge and skills across the curriculum. Staff plan experiences that interest children and reflect what they already know and can do, so they typically make steady progress from their starting points. Children and babies also develop their language through familiar routines, stories and songs. Staff read with warmth and encourage children to join in with repeated words and refrains, helping them to listen, anticipate what comes next and grow in confidence as they use their own voices.

Children's thinking is extended through everyday play. For example, during an activity with lemons and limes, children smell and explore the fruit, count the seeds and use their imagination to make pies. Children also respond well to activities that involve sharing and turn-taking, with calm support and clear reminders from staff. Babies show confidence in their environment as they choose toys, such as musical instruments, and allow others to join in while they explore with different sounds.

Behaviour, attitudes and establishing routines: Expected standard

Leaders ensure that consistent routines are embedded across the provision. Staff implement these routines effectively, creating a calm, well-organised environment where children know what to expect and settle quickly into the day. Staff have developed warm, secure relationships with children and their families, helping children feel settled, safe and confident in the nursery. They greet children warmly, speak to them kindly and use everyday moments to model the behaviour they want children to learn. This typically supports children to understand simple boundaries, follow routines and begin to manage their own behaviour. Leaders and staff also understand the importance of good attendance. Their procedures are clear and followed in practice. Staff work with parents to explain how regular attendance supports children's routines, friendships and learning, so families understand why regularly coming to nursery matters.

Staff use picture cards well to show children what is happening now and what will happen next. This gives children reassurance and helps them feel ready to join in, including children with special educational needs and/or disabilities and those who may face barriers to learning. The nursery builds links with home in simple but meaningful ways. Parents speak positively about 'Barnaby Bear' coming home for a sleepover before sharing his adventures back at nursery. This familiar activity gives children something real to talk about and helps them connect home and nursery life. Relationships across the setting are embedded. Staff know their key children well and notice when they need extra reassurance or encouragement. Parents say that they value the care, advice and support they receive, and feel able to speak to staff when they need help.

Children's welfare and wellbeing: Expected standard

Leaders and staff have built warm and positive relationships with children across the setting. Key persons know their children well and understand what helps them feel safe and settled. When babies first start, staff take time to find out about their routines at home and follow these as closely as they can. This helps babies settle and gives parents confidence during the transition. Safe sleep practices are well embedded, with clear procedures in place to ensure that sleeping children are checked and monitored consistently. Leaders prioritise children's welfare and wellbeing through policies and practice that are typically implemented across the setting.

Children are generally supported to be more independent through everyday routines, such as washing their hands and wiping their noses. They understand why handwashing is important as they talk about germs. Staff promote healthy choices through exercise and at mealtimes. Children talk about fruit, vegetables and drinking plenty of water, especially when the weather is warm. Staff use these everyday conversations to build children's understanding and introduce new words. Children also have plenty of opportunities to be active, including outdoor play, yoga, music and movement. The outdoor area is used each day as part of children's learning, giving them time to explore, be active and learn in a different environment. For example, children use bikes and climbing frames, as well as a sheltered quiet area in the garden where they can look at and read books. Children with special educational needs and/or disabilities are supported to join in and access the same learning opportunities as other children. Staff adapt their support where needed so that children can build confidence and continue to make progress.

Leadership and governance: Expected standard

Leaders regularly reflect on the setting's strengths and areas for development, and they have a clear understanding of what is working well. Their self-evaluation shows that the provision has continued to improve following changes in leadership. Staff and parents speak positively about the leaders and the changes introduced. For example, staff value the stronger focus on the curriculum and the guidance they receive to help develop this further in practice. Parents also speak positively about the introduction of parent meetings, which help them feel more informed and involved in their children's learning and development.

Leaders know what they want to improve next and are beginning to take steps to address these priorities. This includes strengthening staff wellbeing and offering further support for parents around healthy choices. Leaders make decisions with children's best interests in mind, including children with special educational needs and/or disabilities and those who may face barriers to learning. They work closely with other professionals and local schools to share information, plan support and help children move smoothly between settings.

New staff receive a thorough induction, including mandatory training and support to help them become familiar with their roles and responsibilities. This helps them understand the expectations of the setting and begin to build confidence in their practice. Leaders are also developing their approach to staff wellbeing, recognising the importance of supporting staff in their day-to-day work. However, staff reflective reviews are not yet fully embedded. As a result, staff's personal development is not always closely matched to their individual strengths, needs and next steps.