URN 2674995 · Inspected 2026-08-20 · Published 2026-09-22 · Inspector: Grace Kleanthous
Future Flyers Nursery Unique reference number (URN): 2674995 Address: St Johns Methodist Church, Knypersley Road, Stoke on Trent, ST6 8HX Type: Childcare on non-domestic premises Registered with Ofsted: 17/08/2022 Registers: EYR Registered person: FUTURE FLYERS NURSERY LTD Inspection report: 20 August 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. Expected standard Children's welfare and wellbeing Expected standard Leaders and staff ensure a nurturing environment that supports children to build positive relationships and form secure attachments with the adults caring for them. For example, all children have built warm relationships with their key workers as well as room staff. This means that all staff know children well, especially their key children. Staff gather detailed information about all children from parents and carers prior to starting at the setting. This enables staff to understand and respond effectively to children's individual needs, including children with special educational needs and/or disabilities and those with additional needs. By following familiar routines from home, such as babies' sleep patterns, staff help children to settle well and develop a sense of security and belonging. Children enjoy healthy snacks and meals. Staff typically use mealtimes to promote social skills. For example, children are encouraged to talk about their lives and families as they enjoy their meals. Staff genuinely enjoy these interactions and respond with follow-up questions. Staff also use mealtimes to share knowledge of how to keep healthy. For example, they talk about how to make sure children eat their lunch and make them big and strong. Children benefit from access to fresh air outdoors. They develop their gross motor skills as they use the strength in their legs to push the pedals round on their trikes. Inclusion Expected standard Leaders and practitioners promote inclusion. Children's needs, including those with special educational needs and/or disabilities and those with additional barriers to learning, are identified in a timely manner. Early baseline assessments and observations are conducted. For example, leaders and staff use specialist assessment tools to identify children's areas of strength and where they require further support. Practitioners work collaboratively with external professionals, such as speech and language therapists and paediatricians. Multi- agency working is further enhanced through leaders' willingness to attend meetings to ensure all information is shared. This means that suitable support is in place. Leaders and staff value information provided from parents and carers. This information contributes to the implementation of tailored support through individual target support plans. Plans are reviewed regularly and amended when necessary to suit the progress rate of each child. Staff have received tailored support through coaching and mentoring from leaders. This helps staff to ensure they are suitably equipped to adapt learning and opportunities to meet children's individual needs. Leaders use funding appropriately to provide resources, such as specialist scissors, which improve access to learning. In addition, funding is planned to be used to further develop staff's knowledge. For example, Makaton and communication- focused training has been identified and scheduled. This will help staff to strengthen the support they provide. Needs attention Achievement Needs attention The lack of an engaging curriculum limits children's learning and development, although they do make some progress. Although there is a focus on the prime areas, children do not always fully engage in their play across all areas of learning. This is due to lack of focused planning for children's interests around their next steps. This lack of engagement means children do not remain focused on activities for long enough to benefit from high-quality interactions and learning opportunities. This results in children not making progress as swiftly as they could across the areas of learning. All children, including those with special educational needs and/or disabilities or those with additional barriers to learning, make some progress in developing age- and stage- appropriate independence skills. Children learn how to feed themselves, pour drinks and share out plates as they engage in the setting's daily routines. Children's language and communication skills are developed during singing and through conversations with staff. For example, babies and younger children listen and join in with nursery rhymes. Older children enjoy conversations with staff about their lives outside nursery as they play. This enables children to develop the essential age- and stage-appropriate knowledge and skills for their future success and to progress to the next stage of learning. Behaviour, attitudes and establishing routines Needs attention Leaders have not yet embedded the curriculum, which means that planned activities do not yet consistently reflect children's interests and developmental needs. As a result, children are not sufficiently engaged or motivated by the learning experiences. This contributes to instances of negative behaviour. This impacts poorly on children's attitudes to learning. Routines are in place and children, including those with special educational needs and/or disabilities or those with additional needs, demonstrate an understanding to wash their hands before mealtimes. However, children seem unsure during transitions about what there is for them to do next in their learning environment. This means that some children do not purposefully approach their learning and can appear to have no clear aim to their play. Settling-in arrangements are flexible and take account of the needs of all children and their parents and carers. Staff regularly contact parents through the early settling-in stages to reassure and provide support where needed. This has helped to build positive relationships and trust with parents. Leaders promote regular attendance, with absences followed up on routinely. They work in partnership with families by taking time to explain the value of nursery and how regular attendance supports children's school readiness. Staff are kind and nurturing and have positive relationships with all children who attend. Curriculum and teaching Needs attention Although leaders have identified the need to develop and embed their new, inclusive curriculum, it is not yet having the desired impact on children's learning and development. Staff do not typically provide activities that stimulate children's engagement, and this can sometimes have a negative impact on children's behaviour. Purposeful planning is not yet embedded, and there are still some differences in the quality of learning across the setting. This inconsistency means that staff are not typically providing high-quality interactions with all children, nor do they consistently assess what the children know and can do. As a result, there is not enough of a focus on providing opportunities for children to meet their next steps. This also means that some children are not sufficiently challenged or supported to deepen their learning and develop their knowledge and skills. Leaders have a clear understanding of what they want children to learn, know and achieve. There is a positive focus on the prime areas, particularly promoting children's physical development. For example, babies develop their core muscles as they are encouraged to sit upright independently. Staff provide opportunities for children to develop their physical skills. Younger children strengthen the small muscles in their hands as they squeeze, push and roll play dough. This helps to support future skills, such as mark making and using tools. Older children build their balance, coordination and core strength as they walk along the balancing beam. As a result, children gain confidence in their physical abilities. Staff make adaptations for children who speak English as an additional language. For example, they learn key words and phrases in children's home language to ensure effective two-way communication. Communication and language are also promoted throughout the setting. Babies are encouraged to babble, while younger children are exposed to simple repeated words. Leadership and governance Needs attention Leaders are passionate about their role and committed to supporting children and families. They have taken steps to address actions from their previous visit. However, these changes have not yet had a consistent impact across the setting, and leaders recognise that further improvement is needed. The curriculum is not yet fully embedded. Planning does not consistently reflect children's interests, needs and stages of development. This means that some activities do not engage and motivate children effectively. Consequently, some children display negative behaviours and do not consistently demonstrate positive attitudes towards learning. In addition, children do not always have opportunities that support their next steps in development. Leaders do not consistently ensure that staff provide high-quality interactions that extend children's learning, which limits children's progress and achievement. While leaders have focused on addressing previous actions, less attention has been given to embedding the curriculum and planning approach. Leaders are aware of these weaknesses and have begun taking steps to develop an ambitious curriculum; however, these are yet to be embedded. Staff report that they are happy in their roles and feel well supported by leaders. They speak positively about the support provided for their wellbeing and workload and appreciate equal opportunities for professional development. Leaders have also prioritised effective partnerships with parents and carers. Parents speak positively about the setting and the progress their children make. They appreciate the regular communication they receive through daily conversations and the nursery app. What it's like to be a child at this setting Children do not yet consistently experience an engaging and purposeful curriculum. Although leaders have a clear understanding of what they want children to learn, the curriculum and planning approach are not fully embedded. Activities do not always reflect children's interests, developmental needs or next steps in learning. As a result, some children do not remain engaged in activities for long enough to benefit fully from high-quality interactions and learning opportunities. This means that they do not always make progress as quickly as they could. The quality of children's experiences is also inconsistent across the setting. Staff do not consistently provide stimulating activities or use high-quality interactions to assess and extend children's learning. Some children appear unsure about what to do during transitions and may not purposefully approach their learning environment. This can result in a lack of focus in their play and, at times, negative behaviour or less positive attitudes towards learning. Children experience a warm, nurturing environment where they build positive relationships and secure attachments with the adults who care for them. Staff know children well, particularly their key children. They use detailed information from parents and carers to understand and support children's individual needs and routines. Flexible settling-in arrangements and regular communication with families help children to feel safe, emotionally secure and supported when they start at the setting. Children's individual needs are identified in a timely manner. This includes children with special educational needs and/or disabilities and those who experience additional barriers to learning. Leaders and staff use baseline assessments, observations and specialist assessment tools to identify children's strengths and the areas for additional support. They work closely with parents, carers and external professionals, including speech and language therapists and paediatricians, to ensure that appropriate support is in place. Individual target support plans are reviewed regularly and amended to reflect children's progress. Staff also make adaptations for children who speak English as an additional language, including learning key words and phrases to support effective communication. Children benefit from staff who are kind, nurturing and committed to supporting their individual needs. Leaders provide coaching and mentoring to help staff adapt learning opportunities appropriately, and specialist resources are used to improve children's access to learning. Further training, including Makaton and communication-focused training, has been identified to strengthen the support staff provide. There is a clear focus on the prime areas of learning, particularly children's physical development. Babies are supported to develop their core strength as they learn to sit and hold on to the rocking horse independently. Younger children develop their fine motor skills as they independently pull the lever to open the tap on the water dispenser. Older children develop their fine motor grip as they hold pencil crayons to draw around different wooden shapes. Communication and language are also promoted through singing, conversations and everyday interactions. Children develop age-appropriate independence through daily routines, such as washing their hands before meals, feeding themselves and pouring drinks. They enjoy healthy snacks and meals and benefit from opportunities to develop social skills and talk with staff and their peers. Children also have access to fresh air and outdoor play, where they develop their gross motor skills. Overall, children experience caring relationships, effective support for their individual needs and positive opportunities to develop independence, communication and physical skills. However, the curriculum is still in the early stages of development and needs to become more consistently embedded. Children would benefit from more engaging learning experiences matched to their interests to sustain motivation and support positive progress. Next steps To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date: Action Completion Date plan purposeful activities that build on children's individual next steps and focus clearly on the intended learning outcomes to help children make good progress 21/12/2026 develop and implement a well-sequenced and engaging curriculum that motivates children to participate actively and builds on their existing knowledge and skills 21/12/2026 implement high-quality interactions and improve teaching so children build on their interests, deepen their understanding and support progression in learning 21/12/2026 manage children's behaviour effectively by providing a stimulating environment and purposeful learning opportunities that promote positive behaviour 21/12/2026 About this inspection The inspector spoke with leaders, staff, the special educational needs coordinator, children and parents during the inspection. 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. Inspector: Grace Kleanthous About this setting Unique reference number (URN): 2674995 Address: St Johns Methodist Church Knypersley Road Stoke on Trent ST6 8HX Type: Childcare on non-domestic premises Registration date: 17/08/2022 Registered person: FUTURE FLYERS NURSERY LTD Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30 Local authority: Stoke-on-Trent Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 20 August 2026 Children numbers Age range of children at the time of inspection 0 to 4 We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Total number of places 76 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? 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