First Steps First Marlow

Inclusion: Strong standard

Leaders have a strong focus on inclusion. Staff complete effective observations and assessments on children. This supports them to identify gaps in children's learning and development precisely. Staff support children's starting points effectively, recognising and supporting children to progress with their next steps in learning. This ensures that children with special educational needs and/or disabilities and those with other barriers to their learning receive tailored support. Staff work closely with parents and carers to discuss and plan actions they will implement to support children's individual progress. They value parents' input, ensuring that effective communication provides children with the consistency they need to achieve. Children and their families receive swift and ongoing support that enables them to make the progress they are capable of. This includes staff speaking to and working closely with other agencies for advice and additional support.

Staff have created an inclusive environment and consistently adapt their interactions with children to meet their individual needs. They recognise when children need additional support with activities. Staff make effective adaptations and provide the resources children need so they are included in all learning. For example, during carpet time, staff use props to keep children engaged with storytelling. This reduces barriers to children's learning and promotes their wellbeing. Leaders recognise and understand which children are entitled to additional funding. They know how this can be used to provide resources and equipment to support children's wellbeing and learning further.

Curriculum and teaching: Expected standard

Leaders and managers have created a curriculum that is ambitious and covers all areas of learning and development. When planning, staff consider the needs and stages of learning of children. This ensures that activities support children to make continuous progress in their development. Children are independent learners and take on tasks with confidence, although, at times, staff are quick to solve problems for children. This does not support children to develop the thinking skills needed to solve problems for themselves and develop independence.

Overall, staff support children's communication and language well. Staff use age-appropriate language when speaking to children and ask them questions to support them to recall previous learning. However, at times, staff can speak too quickly to children. This does not give children the time they need to process the information and respond.

Staff embed early mathematics well during activities and children's play. For example, as younger children build towers, staff support them to count the bricks. As older children find 'worms' in the mud, staff ask them which are 'longer' or 'shorter'. Children then use this language as they compare the 'worms'.

Staff provide support for children's physical skills and support them outdoors and indoors. Babies practise climbing safely using soft-play equipment. Older children develop their coordination as they kick balls to one another. Staff adapt activities effectively to ensure all children, including those with special educational needs and/or disabilities and children with other barriers to their learning, can participate successfully. They use additional resources purposefully to maintain children's engagement. For instance, during group carpet time, staff provide puppets to help children sustain their interest and become actively involved in storytelling.

Achievement: Expected standard

Children are highly engaged in activities of their choosing. They are confident and independent learners who show pride in their achievements. Children develop the communication needed to express their needs. Older children show an awareness of different emotions and communicate clearly with each other as they play. Younger children are introduced to new words and respond to questions that make them think and recall previous learning. However, children do not consistently receive the time needed to process this information and respond.

Adaptations to activities mean all children, including those with barriers to their learning, can participate and benefit from the learning intent. Children build lovely friendships with each other. They show kindness as they help their friends plan games. Overall, children have opportunities to be independent. Older children self-serve their food and manage their self-care needs well. However, younger children do not consistently have the same opportunities, even when showing they are keen, as staff are quick to complete tasks for them. This means that children are not always able to problem-solve and find solutions independently.

Behaviour, attitudes and establishing routines: Expected standard

Managers and staff have created a welcoming environment in which children feel safe and secure. Staff interactions with children are positive and caring. Children show clear attachments to staff and seek them out if they need support or reassurance. Regular communication with parents and carers ensures that staff can meet children's changing needs and adapt their approach as needed. This further supports children's emotional wellbeing. Overall, children behave well and show that they understand the expectations of the setting. When children's behaviour does deteriorate, staff are quick to support children. However, they do not consistently explain to children why they should not be doing something. This does not give children a clear understanding of how their actions may impact themselves or others.

Children play well alongside and with each other. Older children build lovely friendships and play well together. As they play, they discuss what role each will have. With support from staff, children share well and understand that they need to take turns using equipment. Managers follow up any non-attendance. They provide parents with information on the importance of children's regular attendance and establishing regular routines. Leaders explain to parents the impact this has on children's wellbeing and development.

Children's welfare and wellbeing: Expected standard

The key-person system is effective in building secure relationships between children and staff. Children show they feel safe and secure and seek out staff when they need comfort or reassurance. Regular communication with parents and carers ensures that staff can meet children's changing needs, for example, during potty training. As a result, staff have a secure knowledge of children, including their likes and interests.

Staff plan activities to support children to understand about leading a healthy lifestyle. Staff provide children with opportunities to be outdoors in the fresh air and be physically active. Children help to grow vegetables in the garden, and potatoes they have grown have recently been used for children's lunches. Staff plan activities to support children to understand about oral hygiene. For example, as children use toothbrushes during an activity, staff talk to them about why and when they should brush their teeth. Children are highly engaged as they clean pretend teeth.

During outings in the local area, children learn about keeping themselves safe. Staff support children further to recognise the behaviours expected when visiting places such as the library. However, staff do not consistently provide more detailed explanations to help children to deepen their understanding further. Staff provide well-planned opportunities that help children to recognise their emotions. They are attentive to children's individual needs and offer targeted support, including appropriate resources and unhurried time. This enables children to process and manage their feelings effectively.

Leadership and governance: Expected standard

Leaders and managers regularly evaluate the care provided for children and have effective oversight in recognising areas for improvement. They provide support and training for staff to improve the quality of care and learning for children. For example, a recent focus on improving the delivery of mathematics has had a positive impact. As a result, staff embed mathematics effectively into activities and children's play. This evaluation is ongoing, and leaders and managers identify further areas for development effectively, such as extending opportunities for children to problem-solve and strengthening interactions with children. For example, they support staff to further their understanding of delivering effective support for children's communication and language. Leaders work closely with other agencies to make necessary changes that improve outcomes for children.

Leaders follow safer recruitment processes and provide effective induction for new staff. Regular one-to-one meetings provide staff with support for their wellbeing and help to identify professional development opportunities. As a result, staff are happy and feel valued in their roles. Leaders provide staff with additional training so they can further support children's individual needs. This includes support for children with special educational needs and/or disabilities and for those with other barriers to their learning. Parents are provided with appropriate information about their child's daily routine and progress. Regular updates ensure that children's needs are met and parents can support children's development at home.