High Flyers Early Support Nursery

Inspection of High Flyers Early Support Nursery Highflyers Childrens Centre, Tedder Avenue, Thornaby, STOCKTON-ON-TEES, Cleveland TS17 9JP

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

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.

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The provision is outstanding

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.

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The provision is outstanding

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.

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need to do better?

n 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. n 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. n Routines and activities are carefully paced and adapted to ensure that all

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need to do better?

22 September 2025 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. n 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. n Expectations for behaviour are high, clear and consistently applied. Staff help

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need to do better?

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. n 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. n 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

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need to do better?

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. n 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. n 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.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number EY313452 Local authority Stockton-on-Tees Inspection number 10407689 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 30 Number of children on roll 13 Name of registered person Stockton on Tees Borough Council

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reference number

Telephone number 01642 527 815 Date of previous inspection 15 January 2020

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Information about this early years setting

High Flyers Early Support Nursery registered in 1991 and provides care for children with SEND. The nursery employs 14 members of childcare staff. Of these, 13 hold appropriate early years qualifications at level 3 or above, including the manager, who has early years professional status. The nursery opens Monday to Friday from 9am until 3pm, during term time only. It offers government funded childcare and receives additional funding for disadvantaged children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n A senior member of staff and the inspector observed and evaluated a group activity. n The inspector spoke to staff and children at appropriate times during the inspection. n The manager and inspector met to discuss leadership of the nursery. The manager shared relevant documents to support this discussion. n The inspector took account of parents' views.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

22 September 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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