High Flyers Early Support Nursery

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About High Flyers Early Support Nursery

Name High Flyers Early Support Nursery
Ofsted Inspections
Address Highflyers Childrens Centre, Tedder Avenue, Thornaby, STOCKTON-ON-TEES, Cleveland, TS17 9JP
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Stockton-on-Tees
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is outstanding

The manager and staff team have high expectations for every child.

Children are provided with an exceptional range of experiences. Staff ensure that children can access every opportunity to develop their skills. For example, the manager inspired staff to make changes to the environment so children could make choices about their learning and become highly engaged in activities.

Children begin to flourish when they join the nursery and benefit from staff's individually tailored teaching. For example, staff observe new children's interests when building initial relationships and swiftly respond by teaching them new... signs to help them communicate. Parents are amazed at how quickly children settle in and the rapid progress they make.

All children have developed strong relationships with staff. Children's emotional well-being and individual needs are exceptionally well met. They learn to manage their feelings and behaviours safely through the effective support provided by highly sensitive staff.

Children feel safe with staff and begin to develop tolerance and confidence in new situations. For example, key staff stay close to children as they start to climb and challenge themselves physically. Staff offer guidance to children and celebrate as they successfully move through the spaces.

Children show excitement and delight at their achievement and persevere to develop this further.

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

Staff spend time gathering extensive information about children's care and learning needs from parents and other professionals who work with children. For example, they visit other settings children attend and hold regular meetings with parents.

This helps staff to provide excellent levels of support and challenge to children throughout their learning.Staff are highly responsive and adjust their teaching to meet children's needs. Children consistently develop new skills and make progress towards their individual learning goals.

For example, during snack, some children are encouraged to make their choices using their personalised communication preferences. Older children use an individual picture book, while some are supported to sign and others are challenged to use verbal communication in addition to signs.The manager and staff team are well qualified and highly experienced.

The manager uses her knowledge and expertise to support staff to maintain exceptional standards of care and learning. For example, staff have recently enhanced their knowledge of new ways to build children's communication skills. In addition, the manager supports other professionals in the local area to meet children's individual needs, for example preparing schools for children to participate fully.

Staff carefully plan and create exciting environments for children to enjoy learning. Older children show excellent levels of concentration and focus as they experiment with dough. They thrive on high-quality one-to-one interactions from staff and are engrossed in blowing feathers in the soft-play area.

Children explore outdoors with interest and staff model how the wind can blow through the bubble wand.Staff help children to develop their personal, social and emotional skills and are vigilant in ensuring this is maintained. For example, they respond immediately to help children stay calm by using favourite resources to distract them from difficulty.

They recognise swiftly when children need more interaction from other children and make plans with key staff to join together. This helps children to continue to build positive relationships and high self-esteem.Staff encourage children to develop independence and resilience during every interaction.

For example, they praise children highly when they use their own cup and feed themselves. Staff teach children how to take an active part in their own self-care. Children show an awareness that they need their coat to go outdoors and staff teach them to wash their hands before eating.

The manager offers extensive support to staff and ensures their well-being and safety are a priority. Staff say they feel welcomed, valued and listened to as changes are made to the nursery. They take part in regular supervision meetings and reflect on their practice weekly within their teams.

Parents' feedback is very positive. They are thoroughly happy with the service provided and reluctant for children to leave for their next stages in learning.


The arrangements for safeguarding are effective.

Children's safety is paramount in the nursery. The manager ensures staff remain highly trained and they maintain a thorough awareness of signs of potential abuse. For example, during staff induction, they complete training on safeguarding children with special educational needs and/or disabilities (SEND).

The manager has carefully reviewed the effectiveness of partnership working between the nursery and all professionals who work with children. This has helped to promote continuity and identify where early help may be needed. Staff confidently discuss specific risk assessments and are aware of the procedures to follow if they need emergency support in the room.

Also at this postcode
The Montessori People Ltd Christ The King Roman Catholic Primary School, A Voluntary Catholic Academy

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