Brougham Street Nursery School

What is it like to attend this early years setting?

Children thrive in this exceptional setting. Staff put relationships with children at the heart of everything they do. The setting has an ethos of 'belong, support and nurture', which is focal throughout staff's interactions with children. Staff quickly respond to babies waking from their sleep. They comfort them with a cuddle until they are fully awake and ready to explore the play opportunities on offer. Leaders strive to ensure that every child, parent and staff member feels valued and has a strong sense of belonging in the setting. Staff provide experiences to learn about each other's cultures. For instance, children and staff try on saris when it is Diwali and staff make food from recipes provided by parents for Bastille day.

Leaders speak passionately about their high expectations for each and every child. They have developed a curriculum that is inclusive and highly ambitious for all. This includes children with special educational needs and/or disabilities (SEND). The curriculum is well thought out and builds on children's knowledge and skills over time. Staff use a meticulous assessment process through individual 'learning stories' to ensure that all staff understand what each child needs to learn next. Leaders have an excellent oversight of the progress of individual children. They quickly implement individualised plans to support children when they identify any delays in their development. This includes seeking external support from other professionals.

The learning experiences on offer are of such high quality that children spend much of their time absorbed in their play. They play together cooperatively. For example, children work together to pull each other round the garden on carts attached to tricycles. They remember to use manners at lunchtime and behave very well.

What does the early years setting do well and what does it need to do better?

• Staff's support for children with SEND is impressive. The experienced inclusion team works directly with children across the setting. It uses resources, such as communication tools and bubbles, to carry out targeted intervention work with children. Staff identify when children require some support to regulate, and use dedicated areas such as sensory rooms and specialist equipment such as a gravity chair. Children's individual needs are well met. They make excellent progress from their starting points in learning.
• Partnerships with parents are wonderful. There is a culture of mutual respect, openness and transparency. Parents contribute to assessments of their children. They attend parent groups organised by the setting which are now run by parents. Parents emotionally recall the support that they have received from staff. They speak of the support extended to them and comment that the setting is 'a hub of support' and how it has been 'life changing' for them.
• Staff provide a range of enriching experiences for children. For example, children go on outings to the library and a local building site. They visit a camper-van and a nearby castle when learning about different habitats. Staff arrange for visitors to come to the setting, including dancers, a brass band and a therapy dog. These rich experiences provide opportunities for children to learn new knowledge and develop an understanding of other communities and the wider world around them.
• Staff consider children's transitions well, with children's well-being at the heart of the process. Children moving within the setting have a gradual process, with lots of visits to the next room. Professionals from schools and other settings are invited to the setting prior to children moving. Staff share information about individual children to make the important move to school as seamless as possible for children.
• Staff are immensely proud to be part of the team. They speak highly of the 'inspirational leaders'. Leaders have total trust in staff and their abilities; in turn, staff feel valued and listened to. Leaders provide opportunities for staff's growth and professional development. For example, they offer opportunities to speak at national events. Leaders encourage staff to research and write information pages for the setting's website. As a result, staff flourish, are knowledgeable and embrace opportunities to step into leadership roles.
• Children's communication skills are exceptionally well supported. Staff use a range of inclusive communication strategies, such as signing and symbols, with children. Staff model excellent language skills. They introduce new vocabulary to children, such as 'sloth', 'trickle' and 'pulp'. Staff read stories to children, who listen intently. The approach which staff use to aid children's acquisition of communication skills is highly effective for all children, including those who are pre-verbal and those who speak English as an additional language.
• Staff provide many opportunities for children to develop a love of nature. Younger children explore petals from flowers. They grow strawberries before they pick them to eat at snack time. Older children explore insect habitats. Staff provide children with magnifying glasses to examine insects such as woodlice and centipedes. As a result, children learn about the natural world.
• Children have positive attitudes to their learning. They thoroughly embrace the opportunities on offer. For example, children spend a long time playing with tubes, funnels and jugs in the water. They work together to get the water to travel down the tube and direct the water to where they want it to go. Younger children persevere as they test out new ways to use the low climbing frame. For instance, they come down the stairs on their tummies. Staff skilfully support children to develop resilience as they encourage them to keep on trying, for instance when attempting to come down the slope without holding on to the rail. Children develop important skills for their future learning.