First Footsteps (Norris Green)

What is it like to attend this early years setting?

Leaders and staff ensure they create a safe and caring environment for children. They establish nurturing and affectionate relationships, which helps children to feel settled and secure. Children show they feel secure as they seek out a reassuring cuddle from their key person upon arrival.

Staff plan an exciting and ambitious curriculum, through which all children, including those with special educational needs and/or disabilities (SEND), make good progress in their learning. They support all children to develop the skills they need for the future effectively. Staff build on what children already know and can do and offer experiences to broaden children's learning. For example, children take part in bark rubbing. They use crayons and skilfully rub them over the paper attached to the tree. Staff discuss the different patterns that they have created. Children demonstrate a positive attitude to their learning and make good progress from their starting points.

Staff have high expectations for children's behaviour and conduct. They model good behaviours and support children to be respectful of their friends and staff. Children create good relationships with others as they demonstrate how to problem-solve while they play together and share resources.

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

• Leaders and staff ensure they work together to ensure all children's needs are met. They work closely with other professionals to provide tailored support for children with SEND. Staff draw on training to enable them to swiftly recognise when children might need additional help and adapt their practice accordingly. Staff use their monitoring and assessment processes to help them to identify any emerging gaps in learning and are quick to respond. As a result, all children, including those with SEND, show remarkable progress.
• Leaders work closely with staff to develop and implement a well-sequenced curriculum. Staff model good language skills to support children's play and experiences. For example, babies develop their communication skills as they enjoy singing 'Happy Birthday' to 'Old MacDonald'. However, there are times when staff do not fully utilise interactions to further extend children's thinking. This means that, on occasion, children miss out on being able to think critically or expand on their own ideas.
• The key-person system is effective. Each child has a member of staff who has a detailed understanding of their home life, care needs and learning requirements. Staff observe children in their play, assess their progress and plan for their next steps effectively.
• Children enjoy a variety of experiences, with staff dedicated to supporting their personal development. They develop an awareness of the world beyond the nursery and their homes as staff plan regular outings in the local community. For example, children walk to the local park, where they learn about road safety and develop their physical skills. Staff ensure that they carry out thorough risk assessments before they go. They help children to understand possible risks when they are out, such as crossing the road safely. As a result, children develop an awareness of how to keep themselves safe.
• The reflective leaders have a strong understanding of the overall strengths and areas for continued development of the nursery. Staff say that leaders are highly approachable and supportive. Leaders make effective use of supervision sessions to support staff. They offer continued professional development to all staff to help them fulfil their roles effectively. Recent training has focused on extending staff's knowledge of how to support children with SEND. Staff feel well supported and say how leaders support their well-being. This contributes to high levels of staff retention.
• Children have regular access to the nursery's garden. Staff support children to develop their physical skills. Children develop muscle strength as they navigate the different surfaces. They develop balance and coordination as they carefully balance on the tyres. Children's physical skills develop well.
• Parents' views of the nursery are highly complimentary. There is a good exchange of information to support children at each stage in their development, including where they need help from other professionals. Parents value staff's advice on matters such as children's behaviour and toilet training. This helps to provide a consistent approach to children's learning and development.

What the setting must and should do next

The provider should:

• build on opportunities to support staff to develop their questioning skills to ensure they give children time and opportunity to think and respond.