Footsteps Nursery

What is it like to attend this early years setting?

Staff have high expectations for children's behaviour. They set clear and consistent boundaries to help children to know what is expected of them. Staff are positive role models. They provide lots of praise and encouragement to children. Staff support children's needs extremely well and show high levels of respect to children. For instance, staff ask for babies' permission before changing their nappies. Furthermore, they provide children with warm reassurance and comfort when they need it. Bonds between children and their key person are kind and warm. As a result of these meaningful interactions, children show they feel safe and secure in their surroundings. Consequently, there is mutual respect for each other across this nursery, and children's behaviour is good.

The experienced team of staff works well together to provide an inclusive, ambitious and well sequenced curriculum. The resources provided are well thought out to address the needs of all children, including those in receipt of additional funding, and children with special educational needs and/or disabilities (SEND). The provider is good at working with external agencies to provide extra support for children where needed. Staff ensure that children are well prepared for their next stage of learning, including their eventual move to school.

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

• The provider has created an ambitious curriculum. Staff organise the learning environment using their knowledge of children's developmental needs and interests. However, occasionally, staff do not consistently implement arrangements and adapt their support to ensure that all children are fully engaged. For example, large-group times are not always effectively differentiated for the varying levels of development in the group. Consequently, some children lose interest and do not gain the most from these learning experiences.
• Overall, the curriculum for personal, social and emotional development is well supported. The majority of staff encourage independence in children. For example, children attend to their own personal hygiene needs as they wash and dry their hands. However, at times, staff do things too quickly for children that they could attempt themselves. For instance, staff unpack children's lunch boxes and put on their wellies. This means children do not always benefit from opportunities to further develop their independence skills to help prepare them for school.
• The curriculum for communication and language is a key strength. Staff use a range of strategies, such as helping children to learn about rhythm. Children use wooden beaters to match the rhythm of songs. Furthermore, staff consistently narrate play and encourage children to engage in back-and-forth conversations about what they are doing. Children are developing the skills needed to be confident communicators.
• Staff skilfully incorporate early mathematical concepts through a variety of activities. For example, as older babies pour sand into different size containers, staff introduce language such as 'full' and 'empty'. All children are developing a good grounding in early mathematics.
• Children with SEND are well supported by all staff. They work closely with outside professionals to ensure that children have appropriate support in place. In addition, leaders use the early years pupil premium funding well to enrich children's education. For example, staff purchase sensory equipment and resources that help to ignite children's exploration and investigation skills. As a result, all children make good progress from their starting points.
• Staff help children to learn about some of the things that support a healthy lifestyle. They talk to children about healthy foods and support children to follow good hygiene routines, such as learning about good oral health. In addition, they support children's emotional health as they encourage children to take part in mindfulness and yoga sessions. This helps to promote children's overall good health and well-being.
• Parent partnerships are good. Parents speak highly about staff and the confidence they have in them. Staff inform parents about their children's development. They give parents strategies that enable them to teach their children at home. This supports children's continuity in learning.
• Leaders are reflective and dedicated to offer a high-quality service for all children. They know what they do well and have identified specific targets to help them improve. Staff feel well supported in their roles. They benefit from a broad programme of professional training, beyond mandatory requirements. Staff's skills are continually developing, and this contributes to supporting good outcomes for all children.

What the setting must and should do next

The provider should:

• support staff to strengthen the implementation of the curriculum to consistently support children's engagement in learning
• strengthen opportunities for children to explore and learn about diversity beyond their local communities and in the wider world.