Fledglings Pre School Nursery

Fledglings Pre School Nursery
Unique reference number (URN): 307140
Address: Eskdale Avenue, Bramhall, Stockport, Cheshire, SK7 1DS
Type: Childcare on non-domestic premises
Registered with Ofsted: 14/09/1993
Registers: EYR, CCR, VCR
Registered person: Fledglings Pre-School Nursery Limited
Inspection report: 18 February 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Strong standard
Achievement Strong standard
Children make significant progress and achieve consistently well across all areas of
learning. From the earliest stages, communication and language are prioritised, with
children confidently using impressively ambitious vocabulary. Younger learners enjoying play
dough hear words such as 'pat', 'roll', 'poke' and 'squeeze'. Older children recall words such
as 'spine', 'author' and 'illustrator' at the start of a story time.
Children show sustained focus and positive attitudes to learning. They are polite and treat
one another with respect and kindness. Children build strong relationships with peers,
playing collaboratively together and cooperating harmoniously. For example, they work
together to use tools, sharing and smiling at one another. Children happily share, take turns
and resolve small disagreements with support, which builds remarkable resilience and
empathy.
Physical development continuously builds on what children already know and can do.
Children explore numbers with confidence, understanding that each has value and meaning.
These experiences ensure children secure breadth and depth in knowledge and skills,
meaning they are confident and independent young learners.
Behaviour, attitudes and establishing routines Strong standard
Leaders have embedded a wholesome environment where all children thrive and achieve.
Children consistently reach their full potential with staff who are finely attuned to their
individualism and uniqueness. Children are excited to attend regularly. Leaders quickly
identify where there are patterns of non-attendance and act swiftly in collaboration with
parents to address this. This decisive and rigorous approach supports a strong foundation
for regular attendance as children move on to school.
Positive and nurturing relationships ensure children confidently follow routines that are well
rooted in high expectations. Staff are positive role models and, as a result, children
demonstrate exemplary behaviour and have a strong sense of belonging. For instance, they
warmly include new adults in their play and excitedly share resources. Older children say
they 'love being at Fledglings', naming their favourite things, such as the role play area and
those who care for them. They have consistently positive attitudes to learning and with the
ongoing support of staff, children consistently show high levels of perseverance. When
children encounter problems, they tackle them both independently and together as a team.
The youngest children are remarkably independent in their sleep routines, which is fostered
by highly impactful teaching. For example, children are changed by staff who engage them
in meaningful conversation. Children ready themselves for sleep by independently finding
their own bed and get settled before staff warmly settle them to sleep.

Children's welfare and wellbeing Strong standard
Leaders hold the children at the heart of all they do. They are thorough and rigorous in their
approach to policies, which are consistently reviewed and refined to prioritise children's
welfare and wellbeing. Leaders and staff have a high understanding of these and embed
them with great success in a safe environment where all children explore and thrive.
Staff have a precise knowledge and understanding of the children. They build highly trusting
relationships with them and regularly ask them how they are feeling. For instance, children
access colour monster characters and talk about emotions beyond that of happy and sad to
staff who are highly responsive. Staff successfully encourage all children's independence
skills. For example, older children confidently serve their own lunch meals and eat
proficiently with a knife and fork. Staff help children to understand the benefit food has for
their bodies through impactful conversations at mealtimes. This creates a solid foundation of
adopting healthy habits. Staff ensure children's dietary requirements are followed closely
with place mats that are personally designed.
Individualised and meticulous consideration is given to settling new children. Staff make
every effort to give them a calm and positive early experience. For example, if children
become upset at separation, staff offer cuddles and a resource they know they enjoy. They
offer reassurance and engage them in play until they feel more settled. Parents express full
confidence in their child's key person, noting they understand their child's routines,
preferences and needs. Staff consistently ensure that every child feels safe, valued and
supported, reinforcing children's sense of belonging.
Curriculum and teaching Strong standard
Leaders and staff have designed a highly inclusive curriculum that is ambitious, creative and
highly responsive to children's interests and uniqueness. Communication and language are
prioritised through staff consistently providing language-rich interactions. They give children
time to practise and embed new language and skills through purposefully planned activities.
Staff are highly effective in every interaction and take full advantage of every teaching
moment that arises.
Staff's in-depth knowledge of each child's unique needs and stage of development allows
them to plan short, sharp, impactful sessions that spark the children's curiosity. For example,
in lessons that prioritise physical development, children practise gross motor skills modelled
by staff in a fun and engaging way linked to the Winter Olympics. Mathematics is explicitly
woven throughout the day, with inspiring practitioners taking every opportunity to incorporate
mathematical language and concepts into every activity. For instance, learning is linked to
Lunar New Year, where children enthusiastically pour rice and count with staff.
Through high-quality interactions, practitioners swiftly identify gaps in learning. Assessment
and teaching are highly effective and children are consistently 'school ready'. A parent
proudly said that their child 'just three weeks into school was able to read their first books
confidently' and praised Fledglings staff for the significant role they played in their child's
success.

Inclusion Strong standard
Leaders consistently consider children's uniqueness and make systematic and robust
adaptations to their curriculum to best support each child in their care. They promptly
identify children's individual needs through clear assessment processes. Staff review these
plans with parents and external professionals, so support remains focused. This builds trust
and a shared understanding, which is praised by parents. This collaborative approach
ensures all children, including those with special educational needs and/or disabilities or
who face barriers to their learning, can thrive. For example, staff work tirelessly to secure
additional funding and specialist intervention for education, health and care plans.
Leaders use funding in thoughtful and purposeful ways to remove barriers to children's
learning. For example, they skilfully create homely experiences so children are confident to
share and communicate learning with their peers. This successfully strengthens
communication and early language and closes the gap with their peers.
Regular professional development and reflective supervisions ensure staff apply strategies
consistently and impactfully. Staff skilfully apply learning from training in daily practice. They
systematically adapt activities to individual next steps, so all children succeed. As a result,
all children at Fledglings make significant progress in communication, emotional
development and independence, reflecting the high success of this inclusive approach.
Leadership and governance Strong standard
The inspirational and passionate leaders at Fledglings systematically evaluate the setting's
practices and implement improvement to drive continuous development. Effective leadership
and support for the staff team are notable strengths. Staff are supported with personalised
goals. Expectations are set for individual staff to enhance their professional development.
This in turn inspires excellence for children. Staff are given time and support, resulting in
manageable workloads and consistent high wellbeing.
Through consistent and proactive supervision, leaders cultivate strong collaboration among
staff, parents and external professionals. This enables staff and children to thrive. For
example, they have played a pivotal role in coordinating targeted interventions for children
who need additional support, resulting in extremely positive outcomes. Parents are kept well
informed and are effectively supported by leaders and staff to continue their children's
successful learning and development at home.
Leaders make positive links within their local area to share best practice and make a
positive contribution beyond Fledglings. Their willingness to strive for the very best for their
children is reflected in their consistent self-evaluative approach to leadership. This focused
attitude results in them securing excellent outcomes for all children who attend this setting.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are safe and well cared for by committed staff who are nurturing and attentive.
Children flourish in a wholesome environment established by staff who are deliberate and
purposeful in building secure relationships. Staff care deeply about the children's success
and wellbeing. As a result, all children demonstrate a clear sense of belonging and are
confident, independent young learners. Children are valued as individuals and their interests
are celebrated through carefully crafted activities that pique their curiosity.

Inspector:
Nic Henson
About this setting
Staff's knowledge of the children in their care is reflected in their approach to curriculum
design. They plan purposefully with clear intent, which offers experiences that create awe
and wonder. Children are excited to learn and are well supported by staff who engage in
high-quality interactions alongside them. Children develop an understanding of their local
community as they are taken on outings to neighbouring schools, residential homes and
shops. Children learn Makaton and develop relationships with people within the local area,
promoting confidence with communication and language skills that are inclusive and
relevant. These opportunities, alongside the curriculum, ensure children have the knowledge
and skills they need and are well prepared for their next steps.
Leaders and staff are dedicated to their role and skilfully reduce barriers to children's
learning. Interventions are swift and children receive the support they need to make
progress from their relative starting points. Staff engage positively with families as they work
together for the best outcomes for every child. Leaders are flexible in their session offering
and settling in sessions for new starters, which promotes good attendance.
Children leave Fledglings very well prepared for their next transition.
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on the outcomes and experiences of disadvantaged children,
those with special educational needs and/or disabilities, those who are known, or
previously known, to children's social care, and those who may face other barriers to their
learning and/or wellbeing.
About this inspection
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standard 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.
The inspector spoke with leaders, practitioners, special educational needs coordinators and
assistants during the inspection.

Unique reference number (URN): 307140
Address:
Eskdale Avenue
Bramhall
Stockport
Cheshire
SK7 1DS
Type: Childcare on non-domestic premises
Registration date: 14/09/1993
Registered person: Fledglings Pre-School Nursery Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00
Local authority: Stockport
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 18 February 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
47
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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