The Old Station Nursery - Moseley

Inclusion: Strong standard

Support for children with special educational needs and/or disabilities or other barriers to their learning is highly effective. Leaders and staff consistently ensure that any barriers to learning that children face are swiftly identified and addressed effectively. Staff are attentive and recognise when there may be other medical needs that need addressing. They share any concerns with parents and other professionals so that rapid action can be taken. This has a demonstrable impact on children's outcomes.

Staff know all the children very well. Staff monitor children's progress rigorously. They share regular developmental reports with parents. Staff use information from external professionals and successfully implement strategies. Staff work closely with local schools to share vital information, ensuring that funding and referrals are in place ready for school. Leaders thoughtfully consider how to best utilise funding for the most vulnerable children.

Leaders adapt staffing levels and numbers of children so that staff can meet children's needs effectively. This makes a sustained difference to children's opportunities and experiences. Staff work closely with parents to ensure that there is a consistent approach to any strategies at home and in the nursery. The respectful relationship between staff and families promotes this working effectively.

Curriculum and teaching: Strong standard

Leaders have developed an ambitious, high-quality curriculum that builds systematically on children's knowledge, skills and understanding over time. There is a sharp focus on developing communication and language. Staff are confident to consistently interact and engage with children. Conversations are lively, and the rooms are filled with purposeful talk, creating a language-rich environment that supports children's learning and development. There are frequent and high-quality interactions between staff and children. Staff promote a love for books, stories, songs and rhymes. They introduce a wide and varied vocabulary at every opportunity.

Children have lots of opportunities to be physically active. All children enjoy daily outdoor play. Babies have the room and space they need to meet their physical milestones. Staff regularly and accurately assess children's progress and use this information to plan what they will teach them next. They adapt the environment and routine to support children to meet their next steps in learning. The curriculum supports children in developing their relationships with adults and peers. Staff foster a culture of respect, tolerance and kindness. As a result, children play collaboratively, show empathy for others and behave very well.

Mathematics is woven into staff's everyday practice. They naturally incorporate counting into play and introduce mathematical concepts such as size, capacity and number through everyday interactions. Children enjoy looking at patterns and shapes in the environment. They learn about the world around them and enjoy rich experiences to help them understand the wider community. Staff encourage children to be creative and use their imagination. They plan specifically around children's interests, which ignites their curiosity and thirst for learning more. As a result, children develop a deep love for learning.

Achievement: Strong standard

Children develop a breadth of skills that prepare them very well for school. They gain detailed knowledge across the 7 areas of learning. Children progress well from their various starting points. They communicate confidently and are keen to talk to new people and share their ideas. Children are highly focused and show extremely positive attitudes towards learning. They demonstrate excellent listening and attention skills. They demonstrate sustained focus in activities. Children work collaboratively, build friendships and show empathy and understanding for others' feelings. They are learning how to problem-solve and work together as a team. Children can recognise numbers and count as they play. They clearly show a love for books and songs. Children can follow actions and join in with familiar nursery rhymes. These skills prepare them very well for their next stage in education, such as school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have high expectations for children's behaviour. Children demonstrate very positive attitudes to learning. This is seen consistently across all rooms. All children demonstrate sustained focus on activities and engage for extended periods. These vital listening and attention skills prepare them very well for their future education.

Children behave well and demonstrate respect for one another. A positive and respectful culture is embedded throughout the setting. Children demonstrate empathy for others, learning to negotiate and resolve conflicts quickly. They develop positive relationships with staff and share close bonds. Children clearly understand the nursery's expectations and boundaries. They know when they need to wash their hands, wear an apron or help to tidy up. These behaviours are consistently embedded into practice across the nursery. Staff support children to manage their own feelings and behaviour. They reinforce this through high-quality teaching, praise and consistent routines.

Attendance is a priority. This ethos is shared with families so that children establish positive attendance habits ready for school. Staff tailor support and settling-in sessions for those children who may not attend regularly.

Children's welfare and wellbeing: Strong standard

Leaders consistently promote children's health and wellbeing. There is a wonderful, safe, clean and well-resourced environment that is highly conducive to learning and play. Staff spend time getting to know the children and their likes and interests. Key-person systems are highly effective. Staff meet the personal care needs of children with dignity and respect. Staff are attentive to children's individual needs. They quickly react if a child is tired or hungry. They adapt the routines to meet their needs effectively. Children spontaneously approach staff for cuddles, and relationships are warm and nurturing. There are cosy areas for children to rest and relax. Staff attentively follow safe eating and safe sleep guidance.

All children eat a healthy and nutritious diet. They have access to fresh drinking water, and regular hydration is a priority. Children become increasingly independent in managing their own personal needs. They know how to wipe their noses, wash their hands and be independent with toileting. They consistently follow instructions and care for their belongings and surroundings. For example, they throw their rubbish in the bin and help to mop up water spills without any prompts. These embedded, well-structured routines motivate children to develop long-lasting, healthy habits.

Leadership and governance: Strong standard

Leaders and staff are passionate about providing the very best start for children. Leaders have an accurate understanding of the nursery's strengths and the effectiveness of the actions they take to sustain high standards of care and education. They understand the nursery's context. They take time to reach out to the local community to find out its priorities for improvement. Leaders are ambitious and highly motivated to continue to drive improvement. There has been positive reflection and changes made to the quality of buildings, environment and staff team.

Leaders meticulously monitor staff practice and performance. They have accurate oversight of the quality of provision, priorities for improvement and strengths. Staff feel very well supported. They feel their wellbeing is a priority, as well as their professional development. There is a culture of striving for continuous improvement shared consistently across the staff team. Parents are overwhelmingly positive about the staff and leadership team. Leaders consistently engage with families, and parents feel communication is a key strength. This all has a positive impact on the quality of the provision. Leaders recognise there is scope to share their knowledge and expertise so that it has a wider impact on children in other early years provisions.