First Step Daycare And Nursery Ltd

What is it like to attend this early years setting?

Leaders and staff plan a curriculum that is broad and ambitious. They support children's language skills by engaging them in conversation and using a diverse range of vocabulary. Younger children are beginning to form single words and enjoy copying sounds. Older children speak confidently and competently. For example, during a group activity, children use words, such as 'preserve, mix and crumble'.

As part of the curriculum, staff use the local community effectively to teach children about their surroundings. For instance, staff take children to a nearby market to explore various foods and household items. Children remember seeing pineapples, watermelons and cherries during their previous visit. They show a range of emotions, from excitement to fear, as they learn about sea animals from the fishmonger. Children are happy and highly motivated learners. They have positive attitudes towards their learning.

Staff set high expectations for children's behaviour. They teach children how to stay safe and manage age-appropriate risks. Staff promote 'helping hands' to teach children good manners. Children are kind, and the older children remember the nursery's rules well. For instance, during water play, they remind their friends to wear aprons to keep their clothes dry.

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

• The management team consists of dedicated and experienced practitioners who share high ambitions for all children. They work diligently to provide an inclusive and welcoming environment that reflects their multi-cultural community. With additional funding, the management team ensures that children receive the support and resources they need to close any gaps in their development. This benefits children well, especially those who have special educational needs and/or disabilities (SEND).
• Staff express positive views about the support and training they receive. They have participated in training that helps them assist children with SEND and improve children's communication skills. This knowledge helps children to make good progress. However, there are times, especially during some planned activities, staff could be more effective in resourcing the activity and multiple staff ask too many questions in quick succession. This sometimes affects the quality of learning experiences for children.
• Staff observe and assess children's learning to inform their ambitious curriculum. At story time, they expect children to listen attentively, participate and share their thoughts. Younger children enjoy rocking side to side while singing along to nursery rhymes. Older children are encouraged to make animal movements, such as stomping their feet or romping like rhinos, to show their engagement. Children are developing a love for books and nursery songs.
• Staff organise a wealth of outings for children to enrich their learning experiences. For example, they take children to the local library and museums. These outings help to raise children's understanding of the world around them. However, staff's curriculum for outdoor play is not as precise as it can be, such as when they visit the local park. This does not fully support children, especially those who prefer to learn in the natural environment.
• Staff communicate well with parents, building a strong partnership. This helps new parents feel reassured, and they feel informed about their children's progress. Parents value staff's guidance, such as advice on potty training at home. They find that by the time their children start school, they have become very independent learners. This partnership leads to a consistent approach in caring for and educating children.
• Staff prepare all meals for the children to ensure they are healthy and balanced. They encourage children to eat fresh fruits and vegetables, which contribute to their good health. Children eat well, and older children describe their snack fruit as 'sour, sweet, juicy and delicious'. Staff foster a lifelong appreciation for healthy eating.
• Staff teach children how to behave well. They role model the use of polite words, such as 'thank you' and 'please'. Children have good manners and play harmoniously together.
• The management team involves parents and other professionals to help evaluate their practice rigorously. They have reviewed their complaints procedures to ensure that the well-being of staff and children is protected at all times.

What the setting must and should do next

The provider should:

• continue to support staff to enhance their teaching performance, to secure the best possible outcomes for children
• plan a more focused curriculum for outdoor play to ensure that children can maximise their learning, especially those who prefer to learn in a natural environment.