First Footsteps Hub Ltd

Inclusion: Strong standard

Leaders have established a strong culture of inclusion where every child's needs are recognised, valued and acted upon. From the earliest stages, staff identify and support children's starting points with care and precision. They use tailored assessment tools to ensure that those with special educational needs and/or disabilities, disadvantaged children and those known to social care receive the individualised support that they need to succeed. Children benefit from a systematic approach, ensuring they receive the right level of support at the right time.

Leaders and staff work very closely with families and external professionals. They use their advice to make adaptations to their practice and to routines. This helps to reduce barriers to participation and promotes wellbeing.

Additional funding is used thoughtfully to support individuals and groups where possible. For example, the purchase of a sensory tent allows children to have a quiet space where they can go to regulate and calm when they become overwhelmed. Leaders monitor the impact of funding, reviewing outcomes to ensure resources make a measurable difference.

Leaders have created strong partnerships with families. Parents comment that the staff are 'heroes' and express their gratitude for the high levels of kindness and support provided.

Curriculum and teaching: Expected standard

Leaders have developed a broad and well-organised curriculum that is logically sequenced to reflect children's individual needs and stages of development. This promotes children's growing confidence, capability and independence. The teaching of mathematics is a particular strength of the setting. Staff use the environment, routines and activities to provide children with opportunities to count and identify colours and shapes. For example, staff carefully encourage children to think about what makes a slice of watermelon a triangle. Together, staff and children count the 3 sides and then compare it to a square with 4 sides. This helps to support critical thinking and children's understanding of mathematical concepts.

Children develop a love of literacy. They thoroughly enjoy singing songs and joining in action rhymes, and they delight as they use puppets and props to retell their favourite stories. Staff prioritise children's language development. They repeat key words and use open questions to build on two-way conversations. At times, staff do not implement the curriculum consistently. For example, activities are not scaffolded sufficiently to challenge individual children's learning. As a result, children do not fully benefit from staff's teaching. Leaders are currently supporting newer staff to build their teaching skills and the implementation of the curriculum.

Achievement: Expected standard

All children make progress from their starting points across all areas of the curriculum. Staff monitor and assess children's development systematically and provide them with a range of experiences to build on what they know and can do. However, the differences in staff teaching mean that children do not always receive the high-quality interactions they need to ensure they make the best possible progress.

Children form firm friendships and build their social skills through play. They are learning to be independent and take pride in doing things for themselves. For example, children are eager to hang up their own bags and put on their coats when it is time to play outside. This helps children to be ready for the eventual move to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff are warm, calm and caring. They act as positive role models for children. Children play together cooperatively and generally behave well. Staff encourage children to say please and thank you and remind them to share and take turns. Routines are set out for children and are typically followed, providing children with a sense of security and structure. On occasion, staff do not consistently apply agreed routines and boundaries, which can limit children's secure understanding of expectations.

Leaders promote attendance and punctuality. They work closely with families, reinforcing expectations and offering support where barriers arise, ensuring disadvantaged children, those with special educational needs and/or disabilities and those known to social care are supported to maintain routines. Staff adapt their approach carefully to meet children's age, stage of development and individual needs. As a result, children demonstrate positive attitudes to learning and confidence in their environment, and they develop a strong sense of belonging.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are promoted consistently through thoughtful care practices and a culture that values every child's uniqueness. All children, including those with special educational needs and/or disabilities, disadvantaged children and those known to social care, receive tailored support that gives them the personal, social and emotional resilience to succeed.

Leaders and staff understand that not all children have the same opportunities and ensure that they provide the children in their care with a wide range of experiences. For example, children benefit from an exciting outdoor space where they can ride bikes, climb on large apparatus and play team games such as football. This helps to support children's developing physical skills and provides a safe space for children to run freely.

Children are developing their emotional literacy. They are supported to recognise and manage their emotions. For example, children learn about 'The Colour Monster' and talk about how they feel. Staff and children chat together, discussing what makes them happy or sad and how their actions make others feel. This helps children to develop the emotional language they need to express themselves.

Children are developing their independence skills and building the knowledge they need to keep themselves healthy. They understand the differences between healthy and unhealthy foods and the importance of physical exercise. Consequently, they thrive in an inclusive environment that prioritises kindness, health and emotional security.

Leadership and governance: Expected standard

Leaders are passionate about their roles and the setting. They show commitment to meeting the statutory requirements of the early years foundation stage and to improving the lives of all children. They have a clear understanding of the setting's strengths and address areas identified for improvement. Leaders review the setting regularly and seek ways to enhance practice and provision. Decisions are consistently made in the best interests of children, particularly those who are disadvantaged, have special educational needs and/or disabilities, are known to social care or face other barriers to learning and wellbeing.

Leadership stability supports strong staff retention and consistency for children. Robust recruitment procedures ensure that staff are suitable for their roles. Thorough inductions ensure that staff gain the skills, knowledge and confidence that they need to fulfil their roles from the outset. Staff report that they are happy and feel very well supported in their roles.

Leaders support families extremely well. They support parents with the implementation of routines and positive behaviour strategies, and they provide ideas of how to continue learning at home. They work with local charitable organisations and signpost parents to initiatives, such as those that support children's good health.

Partnerships with external agencies are strong. Leaders and staff ensure that all children receive targeted and coordinated support that reduces barriers and promotes inclusion. Information is shared effectively, and parents feel valued as partners in their child's learning journey. As a result, children flourish in a setting where they are well supported and encouraged to achieve their individual potential.