First Friends Day Nursery

Inclusion: Expected standard

The nursery is under new ownership and the changes made to the environment have had a positive impact on children's learning. For example, staff have changed the sensory room into an area for the two-year-old children. This enables children to have their own secure space for wellbeing and development.

Staff provide a nurturing inclusive environment. Information they gather during settling in sessions ensures they plan effectively to meet the children's needs from their first day. Staff work with other agencies to ensure children receive the support they need to make progress in their development. They include the advice and support received from other professionals in the individual education plans they implement into the daily routines. This partnership approach, alongside regular observations, helps staff to provide appropriate next steps for children.

Staff complete training to ensure their knowledge and skills are current to enable them to recognise and fully support children who face barriers to their learning. Leaders use funding effectively. Staff regularly observe children to assess their needs, and this information is used to inform spending. As a result, there are plans to further develop the garden area, as this is a much-valued area for all children to access.

Curriculum and teaching: Expected standard

Leaders have a secure understanding of the quality of curriculum and teaching. There are further plans to introduce more 'enhancement programmes' as the nursery continues to grow and develop under the new ownership. Staff use observations and assessments to inform their curriculum, and these are reviewed regularly to ensure they continue to meet the children's needs.

Staff understand the needs of the children attending the nursery and use this information to plan the inclusive curriculum. There is a clear focus on communication, and children benefit from listening to stories both inside and outside, individually and in group sessions. Staff introduce new language to the children such as 'cactus' and 'roots' as they look at nature books in the garden. They plan small focus groups to further develop language skills. Children wait in anticipation to see what is in the 'bucket' and then squeal with delight as staff share what is inside.

Staff provide many opportunities for children to develop their mathematical learning. For example, they talk with children about big and small containers during rice play. Children confidently share that they are making 'pepperoni pizza' and place small round lids on their 'pizzas' to represent the pepperoni. This demonstrates their growing recognition and understanding of shapes.

Generally, staff have a secure understanding of children's ages and stages of development. However, in the youngest age group, staff sometimes have an unrealistic understanding of how long toddlers can wait with regard to mealtimes. This does not fully support children's growing independence.

Achievement: Expected standard

All children, including those who face barriers to their learning, make steady progress from their starting points. Younger children demonstrate their growing physical ability and sense of determination as they pull themselves up against the units and attempt to walk around. Babies make the most of the free-flow access to outside, and confidently crawl out to join their friends in the outdoor area.

Older children demonstrate persistence and perseverance in their play. For example, while outside, they climb up and over the climbing frame and undertake this task repeatedly, gaining more confidence with each attempt. Children build towers with the plastic construction pieces, and when they fall, they pick up the pieces and start all over again, demonstrating their resilience to setbacks.

Children make consistent progress in their communication and language development. They can follow instructions and understand routines. Children gain developmentally appropriate knowledge during their time at the nursery to prepare them for their transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations and children behave well. They work closely with parents to promote punctuality and attendance. Leaders and staff typically support parents and encourage them to take up their full entitlement to funding.

Staff are good role models and teach children the importance of being kind to their friends. They use praise and encouragement to support children's learning and development. Children are beginning to learn to play collaboratively, and they show positive attitudes towards learning. They play well together, taking it in turns to use the scooters and climb on the climbing frame.

Children demonstrate a growing understanding of routines. They know when the tambourine shakes it is time to tidy up and they all take part in putting the toys and resources away tidily in the outside area. Older children independently wash their hands before mealtimes and after using the toilet. This helps them to develop their independence and self-care skills.

Children understand the rules and remind their friends of the need to share, for example, when playing with the balloons. Generally, staff know the children well and form secure attachments.

Children's welfare and wellbeing: Expected standard

Leaders and staff generally support and promote children's welfare and wellbeing. They embed effective hygiene practices across the nursery. However, due to the waiting time in the younger age group, children wash their hands, but then play with toys again, as the wait is too long. This does not consistently support children's hygiene. Although there is a key person system in place, this is not fully embedded. For example, intimate care routines are not always completed by key persons to support children's sense of wellbeing, attachment and belonging. In addition, newer staff do not always receive details of the languages their key children speak to enable them to fully always support them.

Older children are familiar with tooth brushing routines and complete this every morning after breakfast. They learn to competently brush their teeth, following instructions. Staff use positional language such as up, down, top, bottom and in-between to encourage children. This helps to develop children's understanding of the importance of oral health. Staff create a safe, welcoming space and recognise that children need access to fresh air and exercise. They implement free-flow practice across the nursery. This enables children to make choices about the play from the range of activities and resources available inside and outside. Staff are deployed well and conduct regular headcounts to ensure the children's safety and wellbeing at all times. They communicate regularly with each other to keep children safe.

The on site chef provides children with healthy, cooked nutritious food. Mealtimes are social experiences. However, older children struggle to serve themselves and be fully independent as leaders have not considered the size and shape of the containers and utensils which are too large for children to use.

Leadership and governance: Expected standard

The nursery is under new ownership. The new leaders have a clear vision for further development and growth of the nursery with the inclusion of the 'enhancement programmes' they offer at their other nurseries. They recognise that the nursery is on a journey and it is still in the transition stage. Staff report their wellbeing is good since the nursery changed ownership and they value the opportunities they now have for further professional development and progression. They receive regular supervision and support to enable them to provide the best opportunities for the children.

Leaders work effectively with other pre-schools children attend and liaise well with the local schools. They invite reception class teachers into the nursery to meet the children and chat with their key persons. This helps to ensure all children, including those who faces barriers to their learning have a seamless transition to the next stage of their education. Leaders work in partnership with other agencies to ensure children receive the support they need at the right time. They help support parents to access their full entitlement to funding. Leaders use the funding they receive to appropriately meet children's needs. This helps to ensure children, including those facing barriers to their learning, make steady progress from their starting points.

Parents report they are very happy with the support and communication they receive from the nursery. They talk about the staff being 'family' and how their children have flourished since being at the nursery. Parents value the information they receive to help to continue to support their children's learning at home. This joined up approach helps to ensure all children, including those who face barriers to their learning, continue to make progress in their development.