The Bridge Nursery

Inclusion: Expected standard

Leaders work closely with parents from the very beginning of the children's nursery journey. They gather as much information as possible from parents and professionals involved in children's lives to provide a smooth transition into nursery life. Leaders take extra care to support children who may have experienced instability or difficulties in their lives when they first start nursery. They focus on establishing children's secure bonds with their key person and other staff in the room, providing a foundation of trust and security to support the children.

Staff are skilled practitioners who quickly identify children who may be struggling. Leaders act promptly to request assessments for other professional services, and while those requests are in process, children are supported in the nursery. For example, children who may be struggling with speech development are assessed by staff who have had communication and language training, and an in-house support package is put in place. Leaders always have the children's interests at heart, and when other professionals question referrals because children have made progress, they push for an assessment so that children have the support they may need in place when they start school. Leaders use any additional funding children receive to specifically support their needs.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum designed to progressively build on children's existing skills and knowledge across all areas of development. Staff fully understand the curriculum and, on the whole, deliver it well. They break down tasks into simple steps for children who may be struggling to reach their full potential or those with special educational needs and/or disabilities. Staff occasionally misjudge some younger children's understanding and do not provide enough guidance on how to choose from the resources on the shelves.

Themes support curriculum delivery. Babies are interested in the sounds pets make. Staff noticed their engagement and the speed at which children picked up making the sounds. Staff extended the animal theme and introduced farm animals to widen the range of sounds children hear. They are tuned in to children's speech development, and in each room, their aims for the use of sounds, single words, short phrases and sentences are clear and delivered well. They incorporate mathematical language, such as size and shape, as they do this.

Leaders understand the importance of developing children's large movements, for example, the use of their shoulders, elbows and wrists, to support the development of smaller movements, such as using scissors. Staff use the outdoor area particularly well for this, creating opportunities for children to dig, climb, steer wheeled toys and create large floor pictures. Staff teach children social skills using simple rules and act as good role models for children.

Achievement: Expected standard

Children are all progressing well when their starting points and life experiences are taken into account. They are settled and confident, and they show clear signs of interest in what the staff offers daily. Children's speech and language development is clearly progressing well throughout the nursery. Babies confidently vocalise to gain attention and to make their needs and wants known. Pre-school children speak in complex sentences and can vocalise their thoughts and ideas clearly.

All children are developing skills that will support their eventual move to school. They gradually learn how to sit and listen in group sessions. Older children use writing tools to draw recognisable pictures and can explain what they have drawn. Children's physical skills range from babies using furniture to help them stand and cruise to children using tweezers to pick up small pom-poms and drop them in a container.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have a robust, systematic approach to teaching children about behaviour expectations and respecting others. The foundation of their method is the nursery-wide use of a storybook about emotions and feelings. By the time children reach pre-school, the impact of the work on feelings can be seen in the kindness and understanding that children show towards each other. Leaders have successfully established a culture that motivates staff to help children succeed. The positive impact is seen in children's curiosity and their keenness to join in with activities led by staff.

Staff consistently respect children, and the children learn from this. They explain carefully why their rules are in place, and older children fully understand the possible consequences of not following the rules, for example running indoors could cause an accident. Staff introduce children to different faiths from an early age. For instance, babies seek out symbols of Islam that they search for in a tray of colourful rice. Older children hear stories about what Ramadan means, with staff making clear links to the Ramadan theme of kindness to bring it to life for the children.

The leaders have well-established expectations for children's attendance at the nursery. Should children not arrive at their expected time, leaders follow up with parents and explain that regular, on-time attendance is a routine that will support their child when they start school.

Children's welfare and wellbeing: Expected standard

Leaders prepare children to be emotionally ready for learning and for their eventual move to school. Staff know their key children well and have formed trusting relationships with them. They begin to introduce pictures and colours linked to simple emotions and feelings, such as happy and tired. As children move through the nursery, more feelings and emotions are introduced. When they reach pre-school, children can explain how they are feeling and why they feel that way.

Staff follow children's home routines as closely as possible. As they progress, children adapt to the nursery day and follow new routines, such as handwashing before eating, to promote their health. The nursery routine is structured to support children to be ready for their day. For toddlers, this means outdoor learning is their first activity, as staff noticed that children need to move about in a large space to be physically and emotionally ready for the day ahead.

Leaders have a target for all children to be toilet-trained before they begin school. This is done in partnership with parents and when children show they are ready. Children's food is prepared according to their age and stage of development. Children are introduced to different tastes and textures safely. Staff fully supervise children when they are eating and sleeping to promote their safety. Children learn about keeping themselves safe from an early age. For example, toddlers automatically put on a helmet before they ride on wheeled toys, such as tricycles.

Leadership and governance: Expected standard

Leaders and managers are ambitious for the nursery and the children. They have developed and grown the nursery with care since it first opened. They review their practice and policies and adapt how they operate to maintain progress towards their aim of being the first choice for parents seeking childcare. Their plans for continued improvement are well grounded and are focused on where they have assessed improvement is needed. Plans are in place to free up managers' time, so they can provide more in-room coaching to further strengthen teaching.

Staff are valued by leaders. They are encouraged and supported to develop their professional skills and knowledge. They access online bite-sized training modules to refresh their skills. In addition, they access courses with a specific focus, such as mathematics or communication and language, to increase expertise in the setting. Staff's work on communication and language is very apparent in the children's use of language throughout the nursery.

Leaders have a sound understanding of the local area and where there may be concerns relating to children. In response, they have enrolled in an oral health scheme and have already made some progress in supporting parents with their children's oral health.