Fledgelings Nursery

Inclusion: Strong standard

The nursery has an inclusive culture in which children's individual needs are identified early. Staff gather detailed information from families, observe children closely and use assessment to recognise emerging needs and potential barriers. Leaders work with parents and external professionals to establish appropriate support and review how well this is working.

Children with special educational needs and/or disabilities benefit from carefully considered adaptations. Staff provide predictable routines, sensory resources and targeted adult support. They adjust strategies when these are not having the intended impact, and balance additional support with opportunities for children to develop independence.

Staff support children learning English as an additional language through modelling, familiar routines and close partnership with families. These strategies help children understand instructions and participate fully in activities and experiences. Leaders continue to refine support for children learning English as an additional language, and have proactively sought specialist advice to extend staff practice further.

Additional funding is used purposefully to provide resources, staffing and professional development linked to children's identified needs. Leaders monitor children's participation, wellbeing and progress to evaluate the difference this support makes.

Curriculum and teaching: Strong standard

Leaders have designed a broad curriculum that reflects the requirements of the early years foundation stage and the needs of children aged 2 to 4 years. Communication and language, physical development and personal, social and emotional development are prioritised alongside purposeful experiences across the areas of learning.

Staff use children's starting points, ongoing assessment, and children's interests to determine what children need to learn next. Leaders oversee this process and review children's next steps so that experiences build on what children already know and can do. Teaching is purposeful and responsive. Staff introduce and model vocabulary throughout children's play. During activities involving planting and healthy foods, children explore new words linked to colours, textures, tastes and how things grow. Mathematical understanding is developed naturally as children count, compare quantities and explore shape, size and measure. Staff recognise opportunities within children's self-chosen play and extend their thinking without unnecessarily interrupting their ideas.

Teaching is adapted precisely for individual children. Children with special educational needs and/or disabilities benefit from tailored strategies and resources. Children learning English as an additional language are supported through modelling, visual prompts in the environment, familiar routines and their home languages where appropriate. These approaches enable children with different starting points and needs to access the curriculum successfully.

Achievement: Strong standard

Children develop new knowledge and skills from their individual starting points across the areas of learning, and increasingly use what they know independently during play and everyday routines. Communication and language develop well. Children listen attentively, understand instructions and increasingly use new vocabulary to communicate their ideas. Children learning English as an additional language participate confidently in nursery routines. Those who currently use few spoken English words understand instructions and access the activities and experiences available.

Children demonstrate growing mathematical understanding. They count during meaningful activities and use their developing knowledge of colour, shape, quantity and position during play. Children also develop increasing confidence in mark making and early writing.

Children with special educational needs and/or disabilities make progress towards their individual targets because staff understand their needs and adapt support accordingly. Children become increasingly independent in managing routines, making choices and pursuing their own ideas. These communication, physical, social and learning skills prepare children successfully for their next stage of learning and eventual transition to school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders establish a calm and positive environment where expectations are understood by children and staff. Relationships are warm and respectful. Staff know children well and adapt their responses according to each child's individual circumstances, communication, age and stage of development.

Children behave considerately and demonstrate positive attitudes to learning. They share resources, take turns and engage successfully alongside their peers. Staff use modelling, praise and sensitive reminders to help children understand expectations. When children experience frustration or need support to regulate their emotions, staff respond calmly and help them return successfully to their play.

Children show perseverance and curiosity. They investigate resources, pursue their own ideas and respond positively when something does not initially work. Staff recognise when to intervene and when children will benefit from solving problems independently.

Daily routines are well established and give children considerable responsibility. They independently choose when to have snack, they wash their hands, they serve food and drinks and they clear away afterwards. Transitions are managed sensitively and routines are adapted according to children's developmental needs. Leaders promote regular attendance and follow up absences appropriately, working with families to understand changes or patterns that may indicate a concern. Consequently, children develop confidence, self-regulation and independence alongside positive relationships with others.

Children's welfare and wellbeing: Strong standard

Children benefit from secure and responsive relationships with staff, who know them well. Key persons recognise children's individual cues and respond sensitively when they need reassurance, help or time to regulate. Children confidently seek adults for support and develop the emotional security to explore and make choices independently.

Children develop a secure understanding of healthy routines. They learn about nutritious foods through meaningful experiences and develop self-care skills throughout the day. At snack time, children wash their hands, select and serve food and drinks, and clear away independently. Staff understand and implement safer-eating requirements and supervise children appropriately while encouraging their growing independence.

Staff help children recognise and communicate their emotions. Visual resources, modelling and sensitive interactions enable children with different communication needs to express themselves and seek support. Staff adapt their responses according to children's circumstances, rather than applying routines rigidly.

Children benefit from frequent physical activity indoors and outdoors. They climb, dig, pour, plant and manipulate tools and resources while learning how to manage appropriate risks safely. Care practices are adapted for children who require additional support so that they can participate successfully. Close communication with families ensures that routines remain responsive as children's physical and emotional needs change.

Leadership and governance: Strong standard

Leaders have an accurate understanding of the nursery's strengths and priorities for further development. They monitor provision through supervision, observation and ongoing discussion with staff and use what they learn to refine practice. Since opening, leaders have focused purposefully on strengthening children's independence, developing staff expertise and ensuring that provision responds to the needs of the children who attend.

Professional development is closely linked to children's needs. Leaders use targeted training to develop staff knowledge and practice. Staff can explain how training has influenced their day-to-day practice, including how they support communication, behaviour and children's individual needs. Where further expertise would benefit children, leaders seek additional guidance. For example, they have arranged specialist input to further develop the strategies used to support children learning English as an additional language.

Leaders use additional funding purposefully to address children's identified needs, and consider the difference this makes to their participation and progress. Positive relationships with families enable information to be shared and support to remain responsive as children's circumstances change. Staff report that they feel happy and supported and work effectively together. Leaders continue to identify areas for development and take action to strengthen the provision further. This reflective approach supports sustained improvements to children's day-to-day experiences.