First Steps Day Nursery & Pre-School Limited

What is it like to attend this early years setting?

Children are taught to be independent, and they gain confidence in this nursery. Staff build good relationships with children and get to know their needs and wishes. This helps children settle and engage in activities they are interested in. Children with special educational needs and/or disabilities (SEND) are supported from the start and are well integrated into their peer group. Staff know how to recognise and respond to gaps in children's learning and seek support swiftly. This helps children continue to make progress and keep up with their development.

Staff help children manage their behaviour and emotions. Children are happy and kind to each other. Staff use a sensory room to help children and babies explore in a calm space. This helps children remain settled throughout the day and enjoy some quiet time if they need it. Babies are provided with low-level activities and spaces to practise their core strength and mobility skills. They babble and giggle as they explore their play room.

Children enjoy books and songs from a young age. Staff use these resources to help children's communication skills and imagination from the start. Older children learn new words and concepts as staff teach them about volcanoes erupting, for example when they build volcanoes in the sand. Additionally, staff give children a range of opportunities to explore and practise their mark-making skills. They manipulate dough and use tools to paint and draw. Children remain engrossed when staff use enthusiasm and effective teaching skills.

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

• Leaders have developed a broad curriculum that is ambitious for all children, particularly those with SEND. In the main, staff plan and support children to make progress and enjoy their play. However, sometimes, staff do not consider the curriculum or interact effectively with children to help focus their learning. This means that some children are not building on what they already know.
• Children know the daily routine and what is coming up next, helping them feel secure. However, during transition times or mealtimes, staff do not consistently organise the routine to ensure all children remain settled and happy. This means that, occasionally, children, particularly younger children, become upset if their needs are not immediately met.
• Leaders work consistently with external support agencies to provide the best interventions for children with SEND. They provide an inclusive nursery and adapt resources to suit the needs of all children when gaps in learning occur. This helps all children access a rich curriculum where they can thrive and prepare for their next stages in education, such as school.
• Staff communicate with parents effectively, sharing updates on children's development and well-being. Parents know what their children are learning and are offered ideas from staff to help continue this progress at home. Parents comment on the progress their children make and how they have built self-esteem while in nursery.
• Leaders use funding to support the changing needs identified for children and monitor the impact this has. For example, additional toilet training facilities have been purchased to help support children and families with this skill. This has helped large numbers of toddlers to successfully transition from nappies to using the toilet independently. Furthermore, the outdoor area is a continual area of development to help those children who may not get the chance to play outside when they are not in nursery.
• Children benefit from a range of healthy meals and snacks. They wash their own hands before eating and after using the bathroom. Children love climbing, running and riding bikes in the outdoor area. They use rakes and spades to dig and build houses in the gravel pit. Children have endless opportunities to develop their physical skills and remain active, supporting a healthy lifestyle.
• Staff feel supported by leaders. They attend regular training, which helps update their knowledge, skills and confidence. Furthermore, leaders consider staff's health and welfare. They provide 'well-being' tools in the quiet room for staff to use as a safe space and reflect on their feelings. This helps staff remain positive and feel valued in the nursery team.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of the intended curriculum so that they can consistently help focus and extend all children's learning
• consider the organisation of daily routines and times of transition so children's individual needs are consistently supported, particularly for younger children.