1st Steps Nursery & Preschool

Inclusion: Strong standard

Leaders and staff quickly identify when children need further support to meet their individual needs. They make swift referrals to other external health and educational professionals. Staff work with these other professionals to receive targeted training and advice. This helps them to provide high levels of support for the children in their care. Leaders and staff use assessment tools to monitor the progress of children with special educational needs and/or disabilities. This supports them to plan appropriately for their ongoing learning.

Leaders acknowledge that some children do not have access to outdoor play spaces at home. They know that some children do not have extra-curricular experiences outside of the nursery. Leaders use early years pupil premium funding to provide experiences that children may not receive at home. For example, leaders organise visits from external sports coaches. Children enjoy visits from the mobile petting zoo. Staff use these opportunities to broaden children's experiences. This, in turn, supports children's knowledge and understanding of the world.

Leaders ensure that children who are known to, or previously known to, children's social care are well supported. They welcome other agencies into the nursery to work in partnership with children and families. These children develop close bonds with their key person. Staff know these children well and plan appropriately for their ongoing learning.

Curriculum and teaching: Expected standard

Staff's interactions with children are typically effective. They use simple words and repetition to help young babies to learn new words. Staff ensure that older children hear and use language as they play with adults and each other. They use strategies, such as focused interactions or use objects of reference, to support children with special educational needs and/or disabilities (SEND). This helps to develop children's understanding and communication skills. Staff put in place targeted plans for the learning and development of children with SEND.

Staff prioritise spending time with new children. This supports them to feel safe and secure in their care. Staff provide daily opportunities for children to develop their physical skills. Children learn to ride wheeled toys, throw, catch, balance and climb in the outdoor area. Staff talk about and use numbers regularly throughout the day. This supports children to develop their understanding of mathematical concepts.

Staff use assessment trackers to monitor children's progress and plan for their future learning. Leaders recognise that staff would benefit from further support to more sharply focus their teaching on children's next steps in learning. However, plans to address this have yet to be put into place.

Achievement: Expected standard

Children are well prepared to start school. Leaders ensure that there is an appropriate focus on the skills that children need to be independent and ready to learn. For instance, children learn to listen, concentrate and how to hold a pencil. Children typically become confident and happy learners. They hold conversations with adults and make their needs and wants known.

Children with special educational needs and/or disabilities and those known (or previously known) to children's social care make progress towards individual milestones in their development. For example, they develop relationships with children and staff. They learn to understand words and build their language skills. Children typically continue to make progress from their starting points. However, at times, staff do not use strategies to engage quieter and less-confident children in their learning. This does not fully promote their speaking and listening skills at the same rate as their peers.

Behaviour, attitudes and establishing routines: Strong standard

Children learn and play in a busy yet calm environment. Leaders and staff ensure that the learning environment is varied and stimulating. This supports children to remain highly engaged and focused on their learning. Staff support children to know what to expect. Consequently, they follow routines well. Staff deploy themselves effectively to support children's play. As a result, children learn how to work collaboratively with others. Staff identify children who need further support to regulate their behaviour. They have suitable plans and strategies in place. For example, staff support children to take part in intensive learning time with an age-appropriate focus on positive behaviours.

Leaders continue to promote children's ongoing attendance to parents and carers. They work with parents to remove any barriers to attending. For example, leaders offer flexibility for days and hours of attendance when appropriate. As a result, children continue to attend regularly and benefit from their time in the nursery.

Children's welfare and wellbeing: Strong standard

Leaders prioritise all children's welfare and wellbeing. They recognise the needs of the children in their care. Staff provide opportunities to close the gaps in their experiences or prior learning. For instance, leaders ensure that children have time to be active and develop their physical skills. Children receive opportunities every day to play outside. They take part in daily dance sessions to move their bodies and exercise. Staff support children to understand the importance of regular handwashing. They encourage children to brush their teeth every day. Children proudly show their clean teeth after a toothbrushing session and say, 'They are shiny!' All children show that they are learning how these routines keep them safe and healthy.

Children show a great sense of emotional wellbeing. They regularly go to their key person for hugs or support if they feel sad or worried. Staff ensure that new children spend time with their key person to help them to feel safe and settled. Care routines are supportive and promote children's ongoing welfare. Staff are kind and offer frequent praise to children for their efforts. They are patient and encouraging when children learn how to use the toilet independently. Parents and carers appreciate the support from staff to help their children become independent in their self-care routines.

Leadership and governance: Strong standard

Leaders work collaboratively as a team and have high expectations for all children. They continue to evaluate the nursery and hold each other to account. This ensures that children's and staff's best interests continue to be promoted.

Leaders identify areas for development consistently. They have clear plans to address these to promote the continuous enhancement of the nursery. For example, leaders have already outlined their aims to provide focused support for staff, to help them to plan more precisely for children's learning. Leaders continue to provide training to upskill staff's skills and knowledge in supporting children with special educational needs and/or disabilities. They ensure that professional development opportunities for staff are targeted. This supports them to continue to meet the needs of the children in their care.

Staff report high levels of wellbeing. They are motivated to work towards achieving higher level childcare qualifications. This promotes the ongoing development of the nursery. Parents and carers speak highly of the nursery. They appreciate the support given to them on a personal level, and for their children's learning. Leaders continue to ensure that there are no barriers to children's learning and development.