First Steps Day Nursery

Inclusion: Expected standard

Children are supported to access and participate fully in the nursery, with leaders and staff taking account of their individual needs, circumstances and starting points. Children's needs are identified through information gathered from families, regular tracking and ongoing observations. Staff use this knowledge to make appropriate adjustments and provide additional support when needed.

Children who may face barriers to their learning or wellbeing are supported sensitively. Leaders typically understand the different circumstances that may affect children. They generally support staff to consider these factors when planning the curriculum and provide timely support, appropriate interventions and experiences that help children to develop confidence, communication and a sense of belonging.

Children with special educational needs and/or disabilities are identified and supported appropriately, with staff working to understand their needs and target additional support. Children's progress is monitored so that emerging gaps can be identified and next steps in their learning planned. Leaders work in partnership with families and external professionals to ensure children receive the support they need.

Children benefit from an inclusive culture where their backgrounds, languages and family experiences are valued. Leaders have adapted the environment and curriculum to reflect the diversity of the children and enhance opportunities for them to experience activities, such as forest school, gardening experiences, cooking and yoga. Children, therefore, experience an environment where potential barriers to learning are typically recognised and appropriate support is provided so that they can participate, make progress and feel included.

Curriculum and teaching: Expected standard

Leaders have designed and continue to refine a curriculum that reflects children's starting points and is ambitious of what they want children to learn at appropriate developmental stages. Staff use their knowledge of children's interests, experiences and development to plan activities and respond to children's learning as it develops. Staff use observations and regular tracking to identify potential gaps in development and plan appropriate next steps in their learning.

Staff typically promote communication and language throughout the day. They sit alongside children, narrate their play and model language during activities. Staff generally support mathematical development by using words such as 'more' during construction and providing opportunities to count, recognise shapes and explore number. Staff use stories, songs and targeted activities to develop children's listening, understanding and communication. Leaders have accurately identified the quality of adult-child interactions as an area for further development. Overall, staff question children well. However, on occasion, opportunities to extend children's vocabulary, communication and thinking are not fully maximised.

Staff identify appropriate interventions and provide focused support for children who need additional help with communication. Staff also consider children who speak English as an additional language and other circumstances that may create barriers to learning when planning experiences, helping all children to participate and make progress.

Achievement: Expected standard

Children typically make progress from their starting points. They develop increasing confidence, independence, resilience and perseverance. They learn how to do things for themselves. For instance, older children scrape any leftover food from their plates into a bowl after they have finished eating.

Overall, all children develop a love of books. Their communication and language develop well, including those who require additional support. For example, children benefit from targeted speech and language activities, where staff model vocabulary and sounds and work closely with parents and carers to reinforce learning at home. Children increasingly use language to express their ideas, join conversations and take part in group activities. Children learn how to express themselves using simple sentences. Babies babble meaningfully and learn new words.

Children enjoy a broad range of experiences, including forest school, outdoor learning, music, and creative activities. Children typically develop early mathematical understanding through meaningful experiences, such as counting in songs, recognising quantities and exploring shapes. They develop physical skills through climbing, balancing, hopping and negotiating obstacles. Children who face barriers to learning are supported from their starting points, with progress monitored and next steps in their learning identified. Overall, children develop the essential skills, knowledge and confidence needed for future learning and school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive and inclusive culture where expectations for behaviour are embedded across the nursery. Children benefit from clear and consistently understood boundaries for behaviour, attitudes and routines. Staff establish warm, trusting relationships with children and model kindness, respect and positive interactions. Children cooperate well with others and show positive attitudes to learning. They listen well during group activities, take turns and participate enthusiastically, such as when choosing songs and following instructions during singing sessions.

Leaders recognise the importance of attendance and have robust systems to monitor attendance and follow up concerns promptly. Leaders are appropriately focused on strengthening transitions between activities so that routines are consistently purposeful and support children's sustained engagement. However, on occasion, staff deployment and organisation result in unnecessary waiting or uncertainty when children move between activities, this interrupts the flow and quality of learning.

Children are supported to recognise and manage their feelings, including through the use of familiar resources such as the 'colour monster'. Children know the routines of the setting and become increasingly independent in following them. For example, toddlers know when it is time to wash their hands before lunch, listen for their names and walk appropriately to the bathroom. Older children confidently manage familiar routines, including pouring their own cup of water at mealtimes. Staff adapt routines and support according to children's age, stage and individual needs, including helping children who need additional support to participate successfully.

Children's welfare and wellbeing: Expected standard

Children feel safe, secure and valued within the setting and benefit from warm, caring relationships with staff. Key person arrangements are well established. Information gathered from families before children start helps staff provide personalised care and support. Children who experience barriers to learning or wellbeing, including children with special educational needs and/or disabilities, receive additional support and adaptations that help them participate fully in nursery life.

Children's physical health and wellbeing are supported well. Children thrive outdoors, showing enthusiasm, confidence and high levels of physical engagement as they balance, climb, hop and develop their physical skills. Daily routines, including mealtimes, sleep arrangements and personal care routines, typically support children's individual needs. Staff generally engage children well in conversations about their health, bodies, food and keeping safe. Children benefit from opportunities to develop independence, resilience and perseverance through appropriately challenging physical experiences.

Leaders provide appropriate guidance to help staff to identify children who may require additional support and respond promptly to their needs. Staff make appropriate adjustments so that children can participate confidently and any barriers to their wellbeing are reduced. Leaders maintain a clear focus on children's welfare and continue to strengthen staff practice and oversight to ensure children receive high-quality care and support throughout the day.

Leadership and governance: Expected standard

Leaders provide clear direction and have a secure understanding of the setting's strengths and areas for further development. Leaders prioritise children's needs and promote an inclusive culture where staff are supported to make appropriate adjustments so that all children can participate and progress.

Staff are supported well, through regular supervision, team meetings, coaching and professional development opportunities. Leaders identify training that reflects staff strengths and areas for development, including safeguarding, language, special educational needs and outdoor learning.

Staff feel valued and supported by leaders and the team. They demonstrate a secure understanding of children's needs, progress and next steps in their learning. Leaders have increased opportunities for one-to-one support and peer observations, helping to identify further training needs and to strengthen practice.

Leaders work positively with parents, carers and external professionals. Parents value the regular communication, updates about their children's learning and development and the welcoming, nurturing ethos of the setting. Leaders also work with external agencies to support children's individual needs and reduce barriers to learning and wellbeing. Consequently, children and families benefit from consistent support. Children are well prepared for their next stage of learning and development.

Leaders demonstrate a commitment to continuous improvement and respond appropriately when practice requires strengthening. Their ongoing monitoring, coaching and supervision arrangements provide a sound basis for further developing staff practice. Continuing to sharpen this oversight will help leaders identify variations in practice more precisely and ensure that professional development consistently translates into high-quality provision and interactions for children.