First Steps Pre-School

What is it like to attend this early years setting?

Children come in happily to this pre-school, clearly recognising that they are valued as individuals. They are becoming confident, independent learners and respond to the positive example and high expectations of staff. Children work cooperatively. For example, they join magnetic construction pieces to make a tall tower, remembering the Great Wall of China they recently talked about. Children are kind and often help their friends, for example in finding the correct card when playing a game. Children put their work on the display boards, showing pride in their achievements. They gain a good knowledge of how to keep themselves safe and healthy. Ongoing discussions help them to learn about good oral hygiene.

Children are building a good understanding of their emotions. Staff support them in relating these to everyday life. For example, children release butterflies and relate this to themselves leaving the nursery. When some of the butterflies come back, they link this to perhaps feeling that they want to come back to nursery. They go on to talk about how much they have grown and can move on to more learning in school. Staff have a sensitive understanding of the possible effects of the COVID- 19 lockdowns. They provide additional support for children to aid them in developing skills in communication, enjoying books and writing.

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

• The manager and senior staff have worked hard to raise the quality of teaching since the last inspection. All staff are clear about the setting's curriculum and what children need to learn next. They plan interesting activities that link to children's interests and help them take the next steps in their learning. Staff receive frequent supervision sessions and report that they feel very well supported.
• The manager monitors children's progress well, helping to ensure that all children make good progress. She uses additional funding well to provide resources and opportunities that support children in gaining the skills and knowledge to support their future learning.
• Children learn new skills, such as how to use scissors. Staff make sure children have time to practise these skills. For example, children collect leaves and twigs and use scissors to cut the leaves, noting that this is different from cutting paper.
• Staff recognise the importance of helping children to develop their communication skills. They quickly recognise any delay in speech and offer support. Staff talk clearly and make good use of pictures, prompts and singing to reinforce language skills. For instance, children learning a new song look at pictures and learn words such as 'violin' and 'saxophone'. This support particularly helps children who speak English as an additional language.
• Children with special educational needs and/or disabilities receive pertinent support. Staff adapt routines and the environment in response to children's needs. They work very well with other professionals, helping to ensure that children make good progress.
• Staff build good relationships with parents. For instance, they organise events that parents can attend, helping them to feel part of their children's learning. Parents speak highly of the setting and praise staff for their caring approach. Parents particularly highlight how confident their children have become.
• Staff note children's interests and use these to extend children's learning. Children interested in transport use tally charts to record the different vehicles passing the setting, helping to develop their evolving mathematical knowledge. Staff use children's interest in holidays to initiate discussions about different countries, helping children to appreciate different cultures and ways of life.
• Children develop a love of books. They talk confidently about a favourite book and act this out, politely asking their friends 'would you like more tea?'.
• Children enjoy participating in activities, and staff generally adapt these well to suit each child's needs. However, on occasion, staff answer questions for children and solve problems for them, rather than encouraging them to do this themselves and extend their critical thinking skills.
• Children enjoy outdoor play. For example, they join in energetically with action rhymes in the garden. However, staff do not consistently offer as many outdoor opportunities to fully build on the development of children who prefer to learn in an outdoor environment.

What the setting must and should do next

The provider should:

• support staff in extending the opportunities that aid children in exploring further and developing their skills in thinking critically and solving problems
• enhance the use of outdoor areas to offer children who prefer to learn outside further play and learning opportunities.