First Steps Montessori Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and relaxed in this welcoming nursery. They develop strong bonds with the caring staff. Children who are new to the nursery or arrive upset are comforted well by staff and settle quickly.

Relationships between staff and babies are nurturing and receptive, and all children form secure attachments. Staff are positive role models and children giggle with delight as they join their play. Purposeful activities are planned to support children in their learning.

For example, younger children have fun moving mud with diggers at the construction area, while older ones work together to build the train track. S...taff support children to make good progress in their development.Children develop their independence as they put coats on to go to the garden, and older children enjoy the responsibility of completing different jobs assigned to them, for example setting the table at mealtimes.

Children relish their time outside and demonstrate good physical dexterity. They climb and balance on climbing equipment and develop their imaginative play as they wait for the bus, while younger children practice throwing and catching to develop their skills. Staff teach children to take appropriate risks and challenges as they play, building their confidence and self-esteem.

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

The newly appointed manager has an ambitious vision for the nursery. She supports staff to plan a sequenced curriculum. Activities are often linked to what the children need to learn next and their interests.

Children engage in their work and develop creative and practical life skills.Staff support children to develop their curiosity and be motivated to learn. Younger children enjoy dressing up and role play.

Older children eagerly explore different textures as they develop their small hand muscles, filling pots using tweezers. However, staff do not always join children's play effectively to build on children's learning.All staff establish secure and trusting relationships with children.

They get to know their individual personalities well. This includes what they like and dislike. Staff fully understand children's individual needs and any particular interests they may have.

Therefore, children make good progress from their starting points, including those with special educational needs and/or disabilities.Staff support children's communication and language development. They engage children in meaningful conversations and use effective questioning techniques.

Staff support children to build their vocabulary by narrating their play. For example, babies enjoy a singing activity using instruments and listening to different sounds and tones. Staff introduce new words during activities.

Older children enjoy talking about the letters in their name as they write in sand.Children are very good communicators.Overall, children behave well, and staff promote children's positive behaviour from a young age.

This includes learning to take turns and respecting their environment. Staff regularly praise children for their efforts and engagement during daily activities. This promotes children's self-esteem and confidence securely.

However, sometimes children do not listen to instructions and requests from staff, which are at times unchallenged by adults. Therefore children are not responsive to what is expected of them.The manager and staff get to know the children and families particularly well.

There is a two-way sharing of information that greatly enhances learning and development. Parents are encouraged to share in regular nursery events, such as coming to read to the children during World Book Day, to help them support their children's development.Staff are professionally qualified or working towards their qualifications.

They speak enthusiastically about their roles and say they feel valued and supported by the management. They receive information during their induction about the expectations of their role. Staff are well supervised and meet regularly with the manager to discuss their professional development.

They receive guidance and training to help them improve their skills and knowledge.The manager continuously evaluates the performance of the nursery and considers the views of children, staff and parents. She has a clear action plan for improvements for the nursery.

For example, she has made changes to the routines during the day to minimise long waiting times for children.

Safeguarding

The arrangements for safeguarding are effective.Manager and staff have a good understanding of their roles and responsibilities to keep children safe.

Robust recruitment and vetting systems are in place, ensuring that all staff are suitable to work with children. Staff receive regular safeguarding training and know the signs that could indicate a child is at risk. They understand the correct procedures to follow if they have concerns about children's welfare.

Staff have a clear understanding of the procedure to follow if they have concerns about the conduct of a colleague. Daily checks are completed to identify hazards and reduce risks in the nursery environment.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to effectively join children's play to ensure that children's learning is enhanced further help children to listen to instructions to better understand what is expected of them.

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