Free Spirits Nursery

Inclusion: Strong standard

Leaders and staff have a strong understanding of children's needs. They rigorously monitor children's progress in learning and development, which helps them identify each child's individual needs. Where additional support is required, leaders and staff work closely with parents and other professionals to provide tailored assistance. Progress is reviewed regularly, resulting in a positive impact on children's care and development. Children with special educational needs and/or disabilities receive targeted support that meets their individual needs and enables them to make sustained progress. Staff also make effective use of available funding to ensure that all children, including those who face barriers to learning, are included. For example, funding is used to provide one-to-one support for children in the nursery and during outings, helping them get the most out of their learning. The staff team is committed to undertaking training that enhances its work with children. Leaders provide in-house training based on the early years foundation stage, which has strengthened the consistency of curriculum delivery across the nursery. Staff have a clear understanding of children's next steps in development and adapt activities so that all children can participate and succeed.

Curriculum and teaching: Strong standard

Leaders have worked hard to ensure that the curriculum is inclusive and of a high quality. They review it each term to evaluate what has gone well, identify challenges and consider where improvements can be made. Staff regularly assess children's progress to ensure that learning builds progressively on what children already know and can do. This also enables staff to identify any gaps or barriers to learning and respond swiftly. Children with special educational needs and/or disabilities are supported through individual plans that are reviewed regularly and thoroughly to monitor their progress.

Communication and language development is a strong focus throughout the nursery. Staff introduce new vocabulary and use sign language to support children, including those who are non-verbal. They have clear learning intentions for each child and skilfully apply these during activities. For example, when babies play with puppets and dolls, staff help them to develop their communication and language skills. Mathematical development is strengthened through practical experiences. For instance, in the pre-school room, 2 helpers are chosen at lunchtime. When it becomes clear that not all children have a cup, children are encouraged to work out how many more are needed. Children's emotional wellbeing and physical development are also given high priority.

Achievement: Strong standard

Children, including those who are disadvantaged or face barriers to their learning, make rapid progress from their starting points. They settle happily and are eager to take part in activities. Children develop their physical skills through many opportunities to play outdoors. For example, they make marks with chalk on a board and explore cause and effect when they press a lever on a water bottle to create a spray. Children enjoy the closeness of sharing a book with a member of staff. They become increasingly self-assured, build friendships and learn how to manage their feelings. Children's interests are deeply engaged, and they concentrate well on their chosen activities. This helps them develop the skills they need to be ready for school. Children also develop important self-care and independence skills. Older children gain confidence in holding conversations with each other and with visitors. Babies show early progress in their interactions and emerging language skills. Across the setting, all children develop the confidence to express their needs and ideas.

Behaviour, attitudes and establishing routines: Strong standard

Staff have high expectations of children's behaviour and act as positive role models through their sensitive and nurturing approach. This consistent practice is evident throughout the nursery. Staff support children to understand their feelings and emotions through discussions, stories and gentle guidance about sharing. They teach children the importance of kindness and considering others. Staff also adapt their approaches to meet the needs of children at different stages of development, ensuring that strategies are closely matched to each child.

There is a calm and welcoming atmosphere in the nursery. Children engage happily in their activities and are keen to share their experiences with staff. For example, babies show delight when they look down a tube to find where a member of staff has placed a ball. Toddlers eagerly mix ingredients to make 'soup' and proudly share what they are doing. Children build positive relationships with both staff and each other, helping them feel safe and secure. Children's attendance is monitored effectively. Parents are informed about the importance of regular attendance when their child first joins the nursery and are encouraged to keep leaders and staff updated about any absences. This supports all children, including those who are disadvantaged and those with special educational needs and/or disabilities, to attend consistently and stay engaged in their learning.

Children's welfare and wellbeing: Strong standard

Leaders have created an inclusive environment where children receive sensitive, consistent care that helps them feel fully included. Settling-in visits are tailored to each child's needs, enabling them to settle well and build close relationships with staff. Visits to the next room support a smooth transition. Staff work closely with parents to ensure that children feel safe and secure in the nursery. For example, parents provide photos from home for children to look at and talk about, which helps comfort those who may feel a little sad.

Supportive staff ensure that children can rest or sleep safely. Babies are monitored every 10 minutes. Staff work with parents to settle children in a way that meets their individual needs. For instance, if a child needs rocking, they are soothed to sleep in a pushchair. Staff also teach children about health and wellbeing. Children wash their hands before meals and learn when to use a tissue for a runny nose. Staff promote the regular drinking of water. Babies happily pause their play to have a drink. Staff also encourage outdoor play in all weathers and teach children the importance of being active. Children are supported to recognise and manage their emotions and behaviour.

Leadership and governance: Strong standard

The highly enthusiastic leadership team is committed to driving excellence. Leaders continually review how well the nursery operates and make plans for improvement. Leaders work closely with staff and parents to gather their views and make positive changes. For example, after consulting parents about the meals provided, they adjusted how often the menus are rotated. Leaders also evaluate what children enjoy or are less keen on, so they can make changes when needed.

Leaders and staff work closely with other professionals to support children with special educational needs and/or disabilities. Staff form extremely positive partnerships with parents, who speak very highly of the care and support their children receive. Parents are kept regularly updated about their children's development, which helps them continue their learning at home. Parents described the nursery as feeling like 'leaving their children with family' and praised the support given when children experience delays in development. Many staff are long-serving members. Staff wellbeing is prioritised so they can be at their best for the children they care for. Professional development is also given high priority, with in-house training focused on strengthening staff expertise and ensuring the curriculum reflects leaders' ambitions for children.