First Class Nursery School (Wirral) Limited

What is it like to attend this early years setting?

Children are content and safe at this setting. From the moment children are greeted by their key person, their needs and interests are respected and used to guide their learning. Leaders and the wider team strive to support children to be happy in their play while learning 'life skills and developing self-confidence'. For instance, children enjoy demonstrating their singing skills to the inspector. They learn songs with actions about the story of Goldilocks. Their enthusiasm to join in and recall the sizes of the porridge bowls in the story is infectious. Children laugh together as staff change the lyrics to songs, showing children's excellent listening and attention skills. Children's behaviour is good. Toddlers hear gentle reminders in their play to take turns, and they understand the impact of their actions on others. This attention to promoting positive behaviour helps children to develop good social skills. As children move through the setting, the impact of this support is clear. Older children are considerate and follow instructions with ease.

Leaders sensitively recognise the ongoing impact of the COVID-19 pandemic, particularly for children aged two to three years. Great thought is given to ensuring that gaps in communication, language and social skills are a focus and do not hinder their future education. As a result, children make good progress.

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

• The curriculum is planned well. All staff share the same child-centred vision that leaders construct. Leaders frequently reflect on and make adjustments to the curriculum based on children's evolving needs. For instance, knowing they have very young babies, they adapt the environment and resources so that babies are safe yet still given the right amount of challenge for their stage of learning.
• Staff complete precise assessments of what children know and can do. This helps them to quickly identify if children need extra help with, for example, their speech and language. They use these assessments well and take quick action to support children in their play. This helps children to make good progress.
• Younger children explore sensory activities at floor level, which helps them to make sense of the world around them. Staff join in with play, offer eye contact and introduce first words. This helps children to develop early communication skills.
• Babies' physical development is promoted well. Opportunities for tummy time help to strengthen babies' core muscles in preparation for sitting up. Those learning to take their first steps are guided to use walkers and cruise furniture.
• Books and opportunities for children to read are everywhere in this setting. They sit together to listen to stories in the reading shed and take home books to share with their parents. Children swiftly develop a love of reading.
• Older children have opportunities to practise useful skills for the future. For instance, they independently access a water cooler to dispense their own drinks. They find their wellington boots before visiting the garden and are skilled at serving their own food. Children are building their independence.
• Support for children with special educational needs and/or disabilities is very good. The very able special educational needs coordinator uses her wealth of knowledge to secure support from external agencies. Staff observe and learn skills, such as basic physiotherapy and speech therapy strategies, from visiting external professionals. These skills are used to help all children feel included in the setting's routines very effectively.
• Some of the current parents attended the setting when they themselves were children. They recall how happy they felt while attending. They say their children experience the same enjoyment and kindness from staff and the owner as they did. Parents comment that their child's key person provides them with detailed information about their day. This helps them to continue learning at home. However, some parents miss the opportunities they used to have before the COVID-19 pandemic to take part and engage in nursery life. Leaders have not made plans to reintroduce events for parents and visitors to help to contribute to children's developing knowledge of the local community and wider world.
• Since the last inspection, staff have accessed more training. This has helped to maintain the quality of their teaching. For instance, some less experienced staff have accessed training to improve their knowledge of the role of the key person. However, leaders do not consistently provide focused coaching for all staff, to help them raise the standard of their teaching to the highest level.

What the setting must and should do next

The provider should:

• reintroduce partnerships with parents and others within the community to support children's knowledge of the wider world
• strengthen professional development opportunities to provide staff with more focused and targeted coaching to develop their teaching to the highest level.