High Flyers Early Support Nursery

What is it like to attend this early years setting?

Staff greet each child warmly, using familiar routines and a gentle tone to create a calm and predictable environment. This helps children to feel extremely confident and secure from the outset. Throughout the day, staff remain highly attentive and responsive. They notice even the most subtle changes in behaviour and respond quickly, offering comfort or quiet space when needed. Children know their feelings matter and that they will always be listened to.

Partnerships with parents are exceptionally strong. Staff invest time in building deep, trusting relationships with them. They understand that families are often on different journeys and tailor their support accordingly. For example, some children begin their day with a parent in the family room, giving them time to settle gradually. These strong, personalised connections form a secure foundation for children to excel emotionally, socially and in their learning.

Teaching and learning are exceptional. The curriculum is highly ambitious and designed to ensure that every child, regardless of need or starting point, makes the best possible progress. Staff skilfully break learning into small, achievable steps and support children to make secure progress. Clear learning goals take full account of children's individual and often complex needs, ensuring they are all supported to achieve in ways that are both developmentally appropriate and aspirational. Activities are purposeful and well matched to children's interests and learning styles. Staff notice what motivates each child and use this to sustain their engagement, encouraging curiosity and persistence, even when tasks are challenging. Children develop remarkable resilience, independence and a love of learning that prepares them exceptionally well for the future.

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

• This fun-filled nursery is built on the highest aspirations for every child. Staff's application of their expert knowledge and their relentless focus on meeting individual needs precisely help all children to thrive. Staff offer consistent support, reassurance and praise. They recognise and celebrate every small step in learning. Children make exceptional progress.
• The curriculum offers rich opportunities across all areas of learning. Staff hold the highest expectations for every child, regardless of their special educational needs and/or disabilities (SEND). Children achieve skills far beyond what might otherwise be expected. For instance, those who previously struggled to engage in play now join in eagerly. They develop counting skills through stacking bricks and build early literacy skills while they listen attentively to carefully chosen stories.
• Routines and activities are carefully paced and adapted to ensure that all children can participate. For example, staff plan focused activities at times when some children need to remain still while undergoing healthcare procedures. Staff know every child extremely well. They are very aware of children's preferred ways of communicating and skilfully use a wide range of strategies to ensure that all children benefit from the ambitious curriculum and can make choices about their learning.
• Staff demonstrate an excellent understanding of how strategies such as movement breaks and tactile experiences support children's engagement. They use techniques such as gently bouncing children, exploring bubbles and feathers and activities that give gentle pressure or movement that help children to feel balanced and alert. These approaches overcome barriers to learning and maximise children's opportunities to achieve. Children are eager to participate and love to learn.
• Expectations for behaviour are high, clear and consistently applied. Staff help children to understand boundaries and feel secure in what is expected. They skilfully support children to recognise and manage their feelings. Over time, children develop remarkable resilience and learn to regulate their behaviour. Given some children's starting points, this represents exceptional progress.
• Children take increasing responsibility for their personal care. Staff have 'no ceiling' on what they expect children to achieve and encourage independence at every opportunity. Children manage their belongings and prepare their own snack. They gain confidence, show pride and develop a strong sense of themselves as capable learners. For many, achieving these milestones so quickly reflects remarkable achievements.
• Social development is a key part of the curriculum. Staff expertly support children who find interacting challenging. With gentle guidance and encouragement, these children make rapid progress. They gain confidence and enjoy playing and working with friends. For example, children who usually play alone show friends the coloured bottles they are exploring. This helps them to build strong relationships and prepares them exceptionally well for future learning.
• Many children attend more than one setting. Leaders have established strong partnerships to support continuity in care and learning. They share their expertise with other childcare settings that children attend, helping to strengthen children's outcomes both within the nursery and elsewhere. External expertise is used highly effectively. This develops staff's skills and confidence in providing precisely planned support that helps children to flourish.
• Families are valued as key partners in their child's education, and their insights are used to shape provision. Parents report feeling welcomed, listened to and reassured.