First Steps Nursery

What is it like to attend this early years setting?

Children arrive happy and are warmly greeted by staff who know the children and community very well. Managers and staff use this knowledge to plan learning that sets high expectations for all children. This includes expectations of children's behaviour, that children quickly learn and understand. Learning is carefully thought out, so that it gives all children the skills and knowledge they need for later life.

Staff encourage children to develop a love of books and stories. Children actively seek out staff members to read with them. They sit and listen in small groups together. Staff read with enthusiasm and engage children in the stories that they are reading. Children later share books with staff members. They learn to turn the pages and they attempt to retell stories from the pictures on the pages.

Staff promote children's independence in many ways. They help them to access their snacks independently. They are nearby as children navigate the ladders on the slide. They encourage them to put their coats away after outdoor play. Staff show them how to put their coats on and take them off independently. Children have lots of opportunities to select their own activities and games. Staff are well deployed across the setting. They engage with small groups of children, guiding their play. This ensures that children are engaged and occupied in what they are doing.

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

• Managers and staff help children to build on their existing knowledge and skills. For example, they carefully select books that introduce children to more information. Younger children enjoy books with textures, bold words and pictures. Older children learn about the author, title, and illustrators. Staff help children to continue to learn and securely embed knowledge.
• Staff develop children's social skills. They promote turn taking as they play ball games together. Staff play a bingo game with children where they take turns. When they forget, staff sensitively remind them. Children develop their memory skills as they try to remember where their items are on a matching game. Children develop their skills across all areas of learning.
• Staff help children to learn how to use cutlery as they eat their dinner. Later, children who have not had this opportunity at lunch, use cutlery to cut fruit and vegetables outdoors. This helps all children to develop their independence and fine motor skills.
• During group times, staff help children to learn some simple mathematical concepts. They count with them and talk about shapes. However, mathematical concepts are not consistently introduced in child-initiated play, to help children to develop deeper knowledge in this area.
• Care routines are used well to promote independence and social skills. Managers are clear about how these key times help children to make good progress. They help children to learn to sit at the table. They eat together and make healthy choices. This is shared with parents so that they can do this at home.
• There are strong partnerships with parents that support a two-way flow of communication. Strategies to support home learning are effective. Staff support parents to focus on self-care skills, sharing books and stories and how they can help their children's communication skills.
• Staff help all children, including those with special educational needs and/or disabilities (SEND), to build positive relationships and develop their skills. They focus learning so that it is targeted at individual needs. There is focused time, where they help children to develop their language and attention spans. All children make good progress from their starting points.
• Managers support staff to develop their skills and knowledge. They have high expectations of all staff. They provide training opportunities and observe practice. They provide clear feedback and challenge to staff. However, this is not yet ensuring that all staff have the confidence and skills to consistently do what is expected of them.
• Funding for vulnerable children is used effectively to further support children's learning. Managers carefully consider any gaps in experiences and knowledge. For example, they provide books for children to take home. Children benefit from sports and expressive arts activities that supports their confidence and self-esteem. Managers ensure that these activities are available for all children who attend on different days. This ensures that all children benefit from these exciting experiences.

What the setting must and should do next

The provider should:

• develop staff skills to help children to develop a deeper understanding of mathematics during child-initiated play
• strengthen existing performance management procedures to focus on consistency of staff performance.