First Steps

First Steps 5 Cheshunt Park Farm, Cheshunt Park, Cheshunt, WALTHAM CROSS, Hertfordshire, EN7 6PZ

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Inspection date

Previous inspection date 2 June 2015 2 September 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The nursery's educational programmes provide children with stimulating experiences across all seven areas of learning, which match their individual needs. This successfully ensures that all children are developing the key skills needed for the next steps in their learning, including school.  Staff have undertaken safeguarding training and are able to confidently recognise signs of child abuse. They also have a good awareness of what to do if they have a concern about a child in their care. Children show that they feel safe and secure in the nursery.  Systems for managing staff performance are effective. This ensures that the manager is able to quickly identify and tackle any underperformance. This, along with staff's training and qualifications, supports children's good progress towards the learning goals.  Staff give children practical challenges. For example, when using large play equipment in the garden, children are supported to work out how to climb the steps safely. This

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This provision is good

promotes their problem-solving skills in fun, purposeful ways.  The nursery promotes a warm family atmosphere, which all of the children respond very well to. Children form extremely strong attachments with their individual key person and other members of staff. As a result, they share concerns with their individual key person and look to them for comfort should they feel tired or upset.

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It is not yet outstanding because:

 Partnership working with parents is not fully effective in promoting shared home learning, in order to extend individual children's development even further.  Children are not always provided with sufficient time to make decisions and be independent because staff are sometimes over eager to support them as they play.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 give parents more information and ideas about how they can support children's learning at home, in order to build securely on what they know and can do  promote children's independence further by giving them more time to organise themselves, think through solutions and use their emerging skills and knowledge.

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Inspection activities

 The inspector observed general play and the snack time and lunchtime routines in the nursery.  The inspector talked with the manager, members of staff and the children at appropriate times throughout the inspection.  The inspector looked at evidence of the suitability checks for all of the staff and a range of other documentation. Safeguarding and first-aid training certificates were viewed.  The inspector held discussions with the manager in relation to observations of the children's play, learning and progress.  The inspector discussed the self-evaluation undertaken by the manager and staff.  The inspector took account of the views of parents through feedback forms completed by them.

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who attend. This is good

Staff complete regular assessments of children's progress and use these to effectively plan challenging learning experiences. All children, including those with special educational needs and/or disabilities, are becoming effective learners. Partnerships with parents are good. However, staff do not consistently provide parents with specific information about children's next steps in learning. This means that the partnership aspect of supporting children's learning at home is not fully promoted. Staff support children's physical development well. For example, children are keen to participate in an exciting parachute game, which helps them to gain control of movements and improve their balance. In addition, children learn how to cooperate with their peers. Overall, children's confidence and independence are fostered well by staff. For example, very young children are encouraged to move around the inside and outside areas of the nursery at their own pace,

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who attend. This is good

according to their individual levels of mobility. On occasions, some staff do not fully promote older children's independence. For instance, during a craft activity, they do not always provide children with enough time to think through and complete their creations independently.

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good

The manager ensures that all staff are organised well across the nursery and children's needs are consistently met. Staff are good role models to children. They promote and implement clear guidance about what is acceptable behaviour. They achieve this by providing children with clear and consistent explanations. Staff also teach children about how to keep themselves safe, for example, while waiting for their turn on the swing. As a result, children stand out of the way as they wait to use the large play equipment. Staff help children to develop an understanding about the importance of physical exercise and a healthy diet. As a result, children are encouraged to manage their own hygiene and personal needs. Consistent praise and encouragement mean that children develop high levels of self-esteem and confidence.

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provision is good

The manager's accurate monitoring of staff's practice means that planning and assessments are consistent and precise. This ensures that all children, including those in need of additional support, are successfully targeted. As a result, any gaps in learning are effectively addressed. The nursery has also established good partnerships with external agencies and these make a strong contribution to meeting children's needs. As a result, appropriate interventions are secured to ensure that all children receive the support they need. The nursery's strengths and weaknesses are effectively identified. This is achieved through thorough reflective practice, which takes account of the views of staff, children and their parents. This information is used by the management team to inform future strategies. This effectively drives the manager and her staff to consistently make improvements over time.

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Setting details

Unique reference number EY255445 Local authority Hertfordshire Inspection number 855951 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 20 Number of children on roll 33 Name of provider First Steps Partnership Date of previous inspection 2 September 2009 Telephone number 01992 635416

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Setting details

First Steps was registered in 2003. The nursery employs six members of childcare staff. Of these, five hold appropriate early years qualifications at level 2 or 3. The nursery opens from Monday to Friday for 50 weeks of the year. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children. The nursery supports children with special educational needs and/or disabilities.

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Setting details

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Setting details

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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