First Steps Day Nursery & Big Steps Out Of School Club

Inclusion: Expected standard

Children with special educational needs and/or disabilities are active members of the setting. They fully take part in everything on offer. Staff are sensitive to the needs of individual children. They consider how children can enter the setting in a calm way so that they are ready to learn. Staff adapt routines when children first arrive so that they have a quieter entry. They know the children very well and quickly identify their needs and interests. Staff support children to regulate their emotions by ensuring there are resources available that match children's specific interests.

Staff use their knowledge and assessments of children to identify when there may be gaps in their development or learning. If they are concerned, they talk to parents and monitor the child's progress for a period of time before referring them on to external agencies. Staff build positive relationships with parents and carers and maintain open communication with them. This ensures that staff are kept up to date with any changes to children's medical, dietary or learning needs. Staff utilise guidance provided by external professionals to support children's learning. For example, they take guidance from speech and language professionals and apply the principles to daily intervention work they complete with children.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that meets all the development and learning needs of children, with books and stories as a core aspect. Staff read with enthusiasm and expression. This supports children to listen carefully and engages children's interest. Staff wait as they reach the end of familiar phrases in stories and children fill in missing words. These techniques support children to gain a love of books. This is a real strength of the setting. Staff skilfully develop children's mathematical understanding. They frequently focus on mathematical skills during play. For example, they count out loud and discuss the size and shape of objects around the setting.

Although staff plan activities that match children's interests, the choice of resources does not consistently match the intended learning. This means that learning is sometimes limited. For example, when staff want babies to take part in a sticking activity, they are given sticky-backed paper to peel when they do not yet have the skills to do this.

Staff focus on developing children's vocabulary. However, they do not consistently promote conversational skills. Staff do not use questioning techniques that help children develop back and forth conversations. Instead, they often ask questions that require one-word answers. This limits conversation and opportunities for children to continue to develop their communication skills.

Achievement: Expected standard

All children make typical progress across all aspects of the curriculum. They begin to have favourite stories and can recall what will happen next. It is clear that children thoroughly enjoy listening to stories. Children are well prepared for the next stages in their learning and transitions to school.

Children speak with clarity and can sing a range of rhymes and simple songs. Toddlers begin to internalise the rhythm of songs. They sway and move their bodies in time with the beat of the music. Older children sing with confidence and expression. This musical expression supports children's communication and language. Children demonstrate they have a good understanding of mathematical concepts. Older children competently count to 6 accurately and identify some single digit numerals. Staff correct misconceptions immediately, and this ensures gaps in learning are addressed rapidly. Children competently use devices such as stop watches to integrate numeracy into their games as they play outdoors.

Behaviour, attitudes and establishing routines: Expected standard

Staff show great respect for children, and this is reciprocated by children towards staff. Staff speak to children with care and sensitivity. It is clear that staff know all the children very well. Staff frequently praise children. Children respond positively to this by following the rules and maintaining their focus on activities.

Staff uphold the high behavioural expectations of the setting. Leaders work with families when they are worried about poor attendance and explain the benefits of attending every day. Children behave well. They immediately follow instructions and demonstrate they understand the agreed expectations. For example, they hang their coat up and put toys away carefully. However, older children sometimes find it difficult to share resources. Children will quickly alert staff to problems rather than trying to resolve them amicably on their own. Staff show sensitivity and care when dealing with sharing issues. However, children have not yet built the skills they need to be more independent in resolving minor conflicts.

Children concentrate well as they play and become engrossed in their learning. They listen well to staff. Children persevere as they learn new skills. For example, older children keep trying for several minutes as they use a tape dispenser, until they are successful.

Children's welfare and wellbeing: Expected standard

Leaders ensure that children's wellbeing takes high priority and children are generally happy and settled in the setting. Babies take comfort from the warm and caring relationships of the staff team. They have clearly developed robust bonds with their key person. Toddlers check in with familiar adults for reassurance as they play, and older children know what to do if they need help.

Staff show warm affection for children, and this helps them to feel settled. When children become upset, staff comfort them by singing to them or reading stories on a one-to-one basis. Staff politely ask permission before changing children's nappies. Older children show independence in handwashing and toileting.

Routines are well established and understood by children. The children sit sensibly during snack and mealtimes. Leaders ensure the specific dietary requirements of all children are catered for. Children learn safe eating habits from an early age as they sit and begin to use tools and attempt to pour their own drinks and use a knife safely. Children quietly talk to each other and staff as they eat. They find their name on arrival and select the resources they need independently.

Leadership and governance: Expected standard

Leaders recognise the strengths of the setting and they know which areas they need to focus on next in order to bring about further enhancement of the service they provide. Parents say that communication is super and they really feel informed about their child's progress. Parents speak enthusiastically about the range of trips and experiences that leaders organise for children at the setting. They say how happy their children are to come to the setting every day. Staff say they feel well supported by leaders. They appreciate the ongoing professional development opportunities available to them.

Leaders ensure staff are trained regularly. They use a digital platform to keep staff professional development ongoing. Leaders have organised substantial training on communication and language strategies to use with children. It is clear that their work on vocabulary development is having an impact. That said, some staff would benefit further from support to refine their questioning techniques so that children frequently benefit from long back-and-forth conversations in order to enhance their conversational skills.

Leaders pride themselves on the way they develop strong relationships with families. This helps families to feel safe to disclose information when they are experiencing distress or change. Leaders have a thorough knowledge of what is happening in children's lives and are clear that all staff need to be vigilant to changes in children's behaviour.