Precious Jem's Bredbury

Inclusion: Expected standard

Leaders have established an inclusive culture where staff know children well and identify emerging needs promptly. They use observations and appropriate assessments to identify potential barriers to learning. Staff use this information to adapt their teaching and provide targeted support that reflects children's individual needs.

Children with special educational needs and/or disabilities and other barriers to learning receive effective support. Staff understand their individual next steps and adapt their interactions to help them make progress. For example, staff consistently model and extend children's language during everyday experiences. Leaders monitor children's development and review the support in place. They work closely with families and relevant professionals to seek further advice and coordinate support when required. Parents recognise the positive difference this makes to their children's development.

Leaders use early years pupil premium funding to provide eligible children with additional resources and experiences. However, they do not consistently identify the intended outcomes or evaluate the specific impact of this funding for each eligible child. This limits leaders' ability to demonstrate precisely how the funding reduces individual barriers to children's learning and development.

Curriculum and teaching: Strong standard

Leaders have designed an ambitious curriculum that reflects what they want children to learn and provides a broad range of experiences across all areas of learning They evaluate provision and make purposeful improvements. For example, leaders have transformed the outdoor environment to provide children with richer opportunities to explore nature, develop physically and extend their learning through first-hand experiences.

Practitioners consistently use skilled interactions to build on what children know and can do. They model and extend language, introduce new vocabulary and give children time to think and respond. Mathematical language is woven purposefully through routines and play. Children learn about size, shape, colour, position and direction in ways that are appropriate to their age and stage of development.

Children's physical, personal, social and emotional development is prioritised particularly well. Practitioners encourage independence and provide frequent opportunities for children to develop their coordination, confidence and physical skills. They know children's individual needs and starting points well and adapt their teaching effectively when children require additional support. As a result, children are highly engaged, build securely on what they know and confidently recall and apply previous learning.

Achievement: Strong standard

Children, including those who are disadvantaged or have special educational needs and/or disabilities, make strong progress from their individual starting points. Younger children develop secure foundations in communication, physical development and independence. They increasingly use words to communicate, develop their coordination and confidently manage age-appropriate tasks for themselves. Parents recognise the significant progress their children make.

Older children confidently recall and apply what they have learned. They remember familiar sounds and actions, recognise letters that are meaningful to them and use an increasingly broad vocabulary. Children demonstrate secure listening and attention skills, follow increasingly complex instructions and use their knowledge during play and everyday routines.

Children develop the knowledge, confidence and independence they need for their next stage of learning. Those approaching school age are increasingly confident and well prepared for the transition to their next setting.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established clear and consistently understood expectations that help children behave positively and develop highly positive attitudes to learning. Children know and follow the setting's routines consistently. They confidently tidy resources, wait for their turn and manage transitions with increasing independence. Practitioners explain the reasons for expectations, helping children understand how their behaviour affects themselves and others.

Children form warm, secure relationships with practitioners and confidently seek adults for reassurance. They respond positively to guidance and learn how to recognise and talk about their emotions. Practitioners support children to develop strategies to manage their feelings. Children cooperate, share and help one another and show genuine enjoyment in each other's achievements.

Children who need additional support are helped sensitively to remain engaged and participate successfully alongside their peers. Practitioners use clear instructions, encouragement and positive reinforcement that reflect children's individual needs. As a result, children respond positively, sustain their involvement and successfully follow established routines.

Leaders promote regular attendance and follow up unexplained absences promptly. They work with families and other professionals when attendance may become a barrier to a child's learning or wellbeing.

Children's welfare and wellbeing: Expected standard

Children benefit from warm, attentive care that supports their individual welfare and wellbeing. Practitioners know children's routines and preferences and respond sensitively when they need comfort or reassurance. Babies and children form secure relationships with familiar adults and confidently seek their support. Personal care is managed respectfully, with children encouraged to become increasingly involved and independent.

Children develop healthy lifestyles and increasing independence. They have frequent opportunities for energetic physical play and learn about the importance of drinking water and keeping their bodies healthy. Children increasingly manage their own personal care, make choices at mealtimes, pour their own drinks and try a varied range of foods. Practitioners understand children's dietary requirements and work with parents when children's feeding needs change. As a result, children develop the physical skills, confidence and independence they need to manage their own health and self-care increasingly well.

Children's individual sleep routines are respected. Practitioners understand safer sleeping practices and remain attentive to sleeping children.

Generally, practitioners promote appropriate hygiene practices. However, some routines, including children's handwashing and practitioners' hand hygiene, are not implemented consistently.

Leadership and governance: Expected standard

Following a period of change in leadership, leaders have established clear expectations and successfully supported staff to implement their vision for the setting. They have accurately identified areas requiring improvement and taken effective action. Significant improvements to the learning environment, particularly outdoors, have increased the range and quality of experiences available to children. Staff who experienced these changes speak positively about the support and reassurance leaders provided.

Leaders maintain effective oversight of the setting and make decisions with children's best interests at the centre. Appropriate recruitment and induction arrangements help to assure staff suitability. Regular supervision and appraisal provide opportunities for leaders to oversee staff practice, reinforce expectations and identify where support is required.

Leaders give appropriate consideration to staff wellbeing and workload. Staff feel valued and well supported. Leaders regularly check on their wellbeing and, wherever possible, arrange meetings, supervision and training during working hours. Apprentices receive protected time for their studies and opportunities to apply their developing knowledge in practice.

Leaders establish positive relationships with parents and the wider community. Parents value the regular information they receive about their children's learning and development. Links with local schools and community organisations broaden children's experiences and support continuity in their learning.

However, professional development is not yet sufficiently strategic. Leaders do not consistently use evaluation of staff practice to identify development priorities or measure how training improves the quality of education children receive.