Brighter Beginnings Fallowfield

Inclusion: Strong standard

Staff and leaders act quickly when they spot children's emerging needs. They work in close partnership with parents, from the start, to identify and respond to any developmental concerns. Leaders and staff use their extensive knowledge and experience to decide the best ways to support all children, including children with special educational needs and/or disabilities, so they make secure progress. For example, they create sensory areas, indoors and outdoors, which support children to learn strategies to regulate their own behaviour. Staff monitor children's progress. They set achievable, measurable targets for children and review them regularly, in partnership with parents. This ensures that parents feel fully involved in decisions about extra help or support children need as they develop or their circumstances change. This has a positive impact on the progress children make.

Staff participate in a wide range of training and work in partnership with different external agencies, such as local specialist schools. This helps them improve their practice and provide the best possible support for every child. Leaders use additional funding thoughtfully to enhance equipment for children. For example, children benefit from baskets of sensory toys that support self-regulation and a mirror with handles that encourages self-awareness and physical development.

Curriculum and teaching: Strong standard

Leaders understand the quality of their curriculum precisely. They sequence it well in all areas of learning and review it regularly to enhance its design, seeking external support and constructive challenge. This ensures that the curriculum meets the needs of all children from their different starting points effectively. For example, leaders have developed the outdoor curriculum to develop children's physical skills and deepen their understanding of the world. Leaders check carefully what children know and can do and skilfully tailor support to help children take their next steps in learning and development. Staff and leaders are ambitious for all children, including children with special educational needs and/or disabilities. They adapt activities thoughtfully to provide a personalised curriculum as and when appropriate.

The nursery buzzes with happy, interested chatter all day because staff consistently support children's communication and language development. They consistently model clear speech and build children's understanding of new words through high-quality interactions, such as discussing what an icicle is and how it forms while decorating a Christmas tree. Staff speak slowly and clearly, giving children time to respond. They promote older children's creativity and mathematical learning in a meaningful way, such as talking about the difference between triangles and rectangles during a cutting activity. Staff quickly correct children's misunderstandings, for example when children confuse a circle and a sphere.

Achievement: Strong standard

Children progress well from their different starting points across the curriculum. They confidently express their thoughts and ideas because staff focus sharply on developing children's communication and language throughout the nursery. Babies develop listening and attention skills as they snuggle up to hear stories that staff read engagingly. Older children broaden their vocabulary, for example by thinking of different words for 'big'. They excitedly share words such as 'colossal' and 'gigantic' and thoughtfully compare the sizes of different objects. These experiences help children become confident and articulate.

Gaps in children's learning, including for children with special educational needs and/or disabilities, are closing consistently because staff know how to support children to achieve their individual targets, for example developing independence at mealtimes and the confidence to articulate their needs.

Staff and leaders prepare children well for their next stage of learning, especially for school. For example, children develop their independence and thinking skills. They look at the weather outside and decide whether they need to put on shoes or wellies. Pre-school staff work in partnership with teachers of local schools, using a 'transition passport' and visits to schools and nursery when appropriate. This prepares children very well for a smooth transition to school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders create a calm and respectful environment. Children behave extremely well. They are polite, helpful and kind because staff set clear expectations for behaviour. For example, during mealtimes, staff consistently teach good manners, encouraging children to say 'please' and 'thank you' when given food or drink, which they do with very few reminders. This consistency ensures that all children understand the expectations of the setting through sensitive support that considers their stage of development.

Staff and children share warm, caring relationships. As a result, babies settle quickly, enjoying cuddles with staff when they feel restless or tired. Laughter and conversation fill the nursery, reflecting these positive relationships. Children work together in a very mature way. For example, pre-school children come together as a 'Forest School Committee' each week to plan and deliver an activity for younger children. They speak with excitement and pride as they describe how they work with younger children to make imprints of tree bark on huge sheets of paper. These experiences support children to develop confidence and learn to be caring and patient with others.

Leaders work in positive partnership with parents to help them understand the importance of good attendance and punctuality. Parents say they value the nursery's work. As a result, children attend regularly, settle quickly and benefit from the well-established routines.

Children's welfare and wellbeing: Strong standard

Staff and leaders give children excellent support and care. Staff quickly notice when children need to wipe their nose. They encourage children to get a tissue, wipe their nose and wash their hands afterwards. These routines help children develop independence and manage their own personal hygiene. Staff complete training, for example on feeding and eating, so they can expertly meet children's individual needs, including those with special educational needs and/or disabilities, in the most positive way. Staff and children share respectful, nurturing relationships. Leaders and staff know the children and babies very well. For example, in the baby room each baby has a personalised sleep plan so that they can relax and sleep in a way that suits their individual needs the best. This ensures that babies feel safe and emotionally secure.

Staff teach children how to make healthy choices. Children enjoy eating healthy, appetising home-cooked meals in social groups at mealtimes and talking about what is on their plate. They choose milk or water to drink and learn why brushing their teeth at lunchtime is important. Outside, children join staff to risk assess the play areas each day. They spot when there are branches that may may be a trip hazard or when areas are slippery due to fallen leaves. Consequently, children are confident and manage their own risks very effectively. They balance on beams, rubbing sand on the wood to make it less slippery. They carefully climb a rope ladder to ring a bell. These activities demonstrate how children develop an extremely good understanding of how to stay safe and make healthy choices.

Leadership and governance: Strong standard

Leaders care deeply about their offer to children and families and constantly evaluate what they provide. Leaders consult widely regarding the development of the nursery. They seek feedback and ideas for improvement from the wider staff team, parents and external agencies, such as the local authority. This gives them a sharp and accurate focus on areas for development. Leaders commit fully to providing the best care and learning for all children. They make decisions in the best interests of children, for example by supporting families to access their full nursery entitlement.

Staff describe the nursery as 'like a family'. They are highly motivated because leaders are considerate of their their workload and wellbeing. Staff appreciate the constructive support from leaders to enhance their professional development and broaden their expertise. Leaders encourage staff to share their expertise, acting as 'champions' of particular areas of learning, sharing their knowledge within the nursery and beyond. For example, all staff have gained additional knowledge and expertise in the areas of physical development and outdoor learning from the relevant 'champions'. This ensures that the curriculum and quality of teaching continue to improve to an even higher level.