First Steps Pre-school

What is it like to attend this early years setting?

Children are happy, curious learners thanks to the tailored support and encouragement they receive from staff. The management team is committed to delivering a curriculum that meets the needs of every child. The setting cares for a high number of children with special educational needs and/or disabilities (SEND). The management team and staff have high expectations for every child. They are passionate about all children having the best start in life. This includes all children accessing a curriculum that is ambitious, supportive, individualised and successfully designed to promote their ongoing development. This helps all children to embrace a positive attitude to learning.

Staff secure warm bonds with children. They use thoughtful praise to lift the self-esteem and confidence of children. Children thrive in this culture. They beam with pride as they show off their creations and achievements to staff. Staff use the embedded daily routine to help children prepare the skills that help them to succeed in later learning, such as in primary school. This looks different for every child, but what is uniform is the impressive progress all children make from their starting points. Staff model good behaviour to children during their care and social interactions. Children show respectful behaviour in turn to their peers and adults.

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

• The provision for children with SEND is a real strength of this setting. The management team and staff have equally high expectations for every child. They consider what this means for each child on an individual basis and use this knowledge to tailor the curriculum. Staff understand that progression looks different for every child and celebrate all developmental steps children achieve. There is a culture of positivity and celebration, which helps to build children's resilience and gives them a great start in their learning journeys.
• The management team recognises that not all children have the same experiences and opportunities outside of the setting. The team strives to provide children with chances to explore their own community, see new things and enjoy new activities. Children learn about the world around them as they take trips on buses, visit parks and interact with people in the community who help us. This helps to prepare children for a life in modern Britain and builds their social skills.
• Children benefit from structured, group-based activities during their daily routine. Staff use their knowledge of children's development stages to form small groups and target specific areas of learning. This supports all children's progression. However, free-play times are less well organised. This means some quieter children have periods of time where they lack interest or struggle to engage with purposeful learning or peer interactions. Some children have minor squabbles with their friends, and others flit from activity to activity without engaging.
• Babies and toddlers smile and laugh when staff read stories and sing songs with them. Toddlers join in with the words they remember and use simple hand actions as they move to the beat. Babies cuddle close to staff and enjoy exploring the large soft-play equipment that supports their emerging physical development. Staff reciprocate the warm bonds with children, showing respect and care as they tend to their needs. Children appreciate this, as demonstrated by their high levels of security and happiness.
• Older children show impressive imaginative skills. They cook pretend meals for staff and create a beautiful bejewelled pinecone for the inspector using the array of craft materials available to them. Children who are approaching primary school age are well prepared for this transition. They begin to recognise letters, take care of their own care needs and feel confident to make their own choices.
• The management team members are focused on continuous improvement. They place importance on ongoing evaluation of their own setting. This means they quickly identify strengths and areas for improvement. The management team has a positive attitude to this process, acknowledging that there is always room for improvement. It supports staff well. Staff feel heard and appreciate the regular training that is available to them. This benefits children as staff implement their learning into practice, which further strengthens the curriculum and care they provide.

What the setting must and should do next

The provider should:

• organise free-play times more effectively so all children are supported to access learning and engage positively with their peers.