First Timers Pre School Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children show that they have positive relationships with staff and demonstrate a sense of belonging in the club. When asked, they say that staff help them when they get hurt and make sure that they keep them safe.

Children are confident to share their thoughts and views with staff and visitors. They are excited to talk to staff about a school disco they will attend. Children tell visitors that they like playing with play dough and winning when they play games.

They show an understanding of the rules and boundaries. For example, children say that to be kind, they could help someone if they fall over or help their friends to... get their coat on. Children's thoughts and views are listened to in the club, and staff help children to follow their interests.

For example, when children say that they want more messy play activities, staff provide them with opportunities to make play dough. Children take it in turns to add ingredients into a bowl. They develop strength in their hands when they manipulate the dough and use cutters to make different shapes.

Children are creative when they make their own card games. For example, they draw pictures of every child who attends the club and include information on each child's card, such as their birth date, the class they are in at school, their pets and their lucky number.

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

Staff support children to feel emotionally secure.

Some of the children already know the manager and staff because they attended the sister nursery before they started attending the club. Staff spend time with children, and this gives children a familiar person who provides them with reassurance and comfort.Staff find out from school teachers about what children learn at school during the day and complement the experiences they have.

For example, when children learn phonics at school, staff provide small-group games to encourage them to say words that begin with particular sounds represented by letters of the alphabet.Children are encouraged to develop their own rules and boundaries in the club. This helps them to understand what is expected of them.

Staff give children praise for their achievements, for example when they help to clean tables before mealtimes.Staff encourage children to be independent. Children help to prepare sandwiches for their friends and pour their own drinks.

The manager and staff gather feedback from parents and children to help them to reflect on the experiences children have. From this feedback, menus are developed to provide children with more variety in the range of nutritious foods they are offered. However, staff do not fully support children to understand the benefits of oral hygiene to complement their knowledge of eating healthy foods.

Staff help children to develop their knowledge of how they can keep themselves safe. For example, they talk to children about how to identify potential hazards when they access information online. Staff talk to children about how to recognise bullying.

Parents comment positively about their children's experiences in the club. They like how their children can play and enjoy a variety of games, such as hide and seek in the dark, using torches. Staff keep parents informed about activities their children enjoy and foods they eat.

This helps to provide a united approach to children's care.The management team supports staff through, for example, supervision meetings. This provides staff with opportunities to discuss their practice and to identify targets to help them to reflect on their interactions with children.

Staff are supported to extend their professional development. They attend training courses that help them to identify any child protection concerns. All staff complete paediatric first-aid training.

This helps to give them the knowledge of how to treat a child in the event of a minor medical incident.Staff encourage children to have their own ideas and to solve problems in their play. For example, when staff ask children, 'What will oil do to play dough?' children say, 'Make it sticky'.

Children decide to add oil to play dough when it is crumbly.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff carry out safety checks of the environment to help reduce risks to children.

This is particularly effective when they care for children in different rooms within the host school. For example, they supervise children well when they leave the playroom to access the bathroom. The management team carries out robust recruitment procedures to ensure that staff are suitable in their roles.

The manager and staff understand their responsibilities to safeguard children. They know how to identify the signs that may suggest a child is at risk of harm or radicalisation. The manager and staff know the procedure to follow to report concerns about a child or a colleague's behaviour.

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