First Place Nursery

What is it like to attend this early years setting?

Children are welcomed into this warm and friendly nursery. Staff take time to talk to parents to support children as they transition to the nursery. This means children settle quickly and helps them to feel safe and secure. Children enjoy accessing a wide range of exciting resources and activities that are based on the their interests. For example, children show an enthusiasm for aeroplanes as they push them through foam and water. Pre-school children explore painting on different textures, such as branches.

Children behave well. There are clear rules and routines in place which help children know what to expect. Staff support children to be kind to their peers and use manners such as 'please' and 'thank you'. Children are independent. From an early age, children learn self-care skills and good hygiene practices. For example, they learn to put their coats on and serve their own lunch. Children know to wash their hands and to put tissues in the bin.

Children build on their experiences and feel part of their local community. They visit churches, deliver food to local food banks and make poppies for the war memorial. Links to children in Cambodia support children to learn about differences and similarities as they share letters and photos about their schools and the houses they live in.

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

• Leaders and staff work well together. They share the same desire and passion to improve outcomes for children. The recently reviewed curriculum is ambitious and is sequenced to support children through their developmental stages. However, staff working with the youngest children have not fully embedded this, and on occasions their teaching is not sharply focused to support children's development.
• Staff support children to make good progress in their communication and language skills. Babies enjoy familiar songs. They giggle in anticipation as they 'zoom to the moon'. They start to repeat language as they say 'bye bye' when the song has finished. Staff use sign language throughout the nursery to support children's communication.
• Leaders and staff ensure that the most vulnerable children are well supported. Staff develop close relationships with families and go above and beyond to ensure they receive the support they need. Staff monitor children and work closely with professionals to identify children with possible special educational needs and/or disabilities. This helps children to make good progress from their starting points.
• Older children develop a good understanding of mathematics. They learn to recognise written numbers on the carpet, identifying where they need to sit. They eagerly count the days of the week during group time and enjoy finding pictures of shapes around the room. Young children role play in the shop. They put food in their baskets and enjoy filling containers up with sand. However, staff do not always use these opportunities to further extend children's understanding of mathematical concepts.
• Children show a keen interest in literacy throughout the nursery. Babies enjoy sharing books with staff as they learn to turn the pages. Older children learn to recognise a range of letters. Staff introduce the sounds they make, such as 'f' is for 'finger'. Children enjoy accessing the on-site library where they can take books home each week to share with their parents. This helps children to develop a love of books.
• Staff provide children with plenty of opportunities to be physically active. Children use climbing apparatus in the outside areas. They enjoy yoga sessions as they stretch their bodies and try to balance on one leg.
• Leaders make staff well-being a priority, resulting in a high level of staff retention. Staff are well supported with regular supervision sessions, and they benefit from an 'employee assistance programme', which supports their well-being. Staff report feeling valued and part of a nurturing team. Leaders show complete dedication in supporting staff to develop their professional careers. Staff have access to a wide range of training opportunities to develop their skills, which helps them to raise the quality of the provision.

What the setting must and should do next

The provider should:

• support staff to firmly embed the curriculum for the youngest children in the setting
• develop opportunities for all children to develop mathematical language and concepts through play.