First Steps Day Nursery & Big Steps Out Of School Club

First Steps Day Nursery Unit 2, Carlton Miniott Business Centre, Carlton Road, Carlton Miniott, Thirsk, North Yorkshire, YO7 4NF

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Inspection date

Previous inspection date 10 April 2015 13 October 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

 Staff know children well and use their knowledge and good observations to deliver an educational programme to meet their individual needs. Consequently, children are well prepared for their future moves, both across the nursery and into school.  Management and staff have a clear understanding of their responsibilities to effectively promote the safeguarding and welfare requirements. They have a good knowledge of the robust safeguarding procedures in place, and understand their roles and responsibilities for child protection. As a result of this, children are safeguarded well at the nursery.  Staff make effective use of discussions and useful questions when they play alongside children. This encourages children to think, investigate and use language to explain themselves.  Staff act as positive role models, as they effectively manage children's behaviour and talk about the importance of safety throughout children's activities.

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This provision is good

 Children enjoy choosing their own resources. They are encouraged to lead their own play, which builds their confidence and enhances their learning opportunities.

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It is not yet outstanding because:

 The staff do not always gather enough detailed information about children's stage of development when they first start, to enable them to plan how they will complement children's learning at home.  Children's independence is not as well promoted during mealtimes as it is at other times during the day.  Parents are not routinely asked to contribute to the nursery's evaluation of practice so they can give their ideas for future developments.

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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

 increase the information gained from parents when children first attend, to provide staff with a clearer picture of children's starting points and help them to plan their progress from the start  increase children's independence at mealtimes by, for example, allowing them to serve their own food and drinks and to clear away their plates afterwards  seek the views of parents about the nursery to inform self-evaluation and identify further areas for future development.

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Inspection activities

 The inspector observed activities and the quality of teaching in the nursery and outdoors.  The inspector held a meeting with a manager and spoke to staff and children at appropriate times during the inspection.  The inspector sampled children's assessment records, planning documentation and a range of other records, policies and procedures.  The inspector checked evidence of the suitability and qualifications of staff working with children.  The inspector took account of the views of parents and carers spoken to on the day of inspection.

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who attend. This is good

Staff understand the Early Years Foundation Stage. They follow children's individual needs and interests to plan a balance of adult-led and child-initiated activities across all seven areas of learning. Children have easy access to a variety of resources and staff encourage them to help themselves, supporting their independence. Staff provide opportunities for babies to explore and investigate sensory objects. They promote older children's problem- solving and mathematical skills well, as they discuss size, measure, numbers and colours during activities. The quality of teaching is good and staff use effective methods of planning, observation and tracking to ensure that all children's development is monitored. Staff gather information from parents about children's care needs before they start and use this to meet children's individual needs and emotional well-being. However, the information that key persons gather when children first start does not focus clearly

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who attend. This is good

enough on what children already know and can do, in order to establish starting points for their learning quickly. This means that staff are not always able precisely to plan activities to complement their learning.

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good

Children's physical development is promoted well through daily activities in the garden to ensure they are active. There are opportunities to fill and empty containers of water, climb on the apparatus and role play with animals. This shows children's increasing confidence with making decisions about their own play and learning. Staff use lunchtime positively to help children understand about healthy lifestyles. Children sit together in groups and talk with their peers, which helps teach them how to behave in social situations. Children are generally developing good independence and self-care skills. They use the toilet and wash their hands with confidence and others confidently ask for help if needed. However, opportunities for children to further their independence at mealtimes are missed. For example, children are not encouraged to make choices, serve themselves or help to clear their plates at the end of their meal.

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provision is good

An established system of appraisals and staff meetings ensures staff are valued and supported. This approach helps to identify further training needs to extend children's learning. Qualified staff work alongside the less experienced staff, to enable them to have the opportunity to observe and learn from others' skills. Consequently, children's learning and development is effectively supported. Management demonstrate a good understanding of how to deliver and monitor the provision of the Early Years Foundation Stage. All staff and children contribute to regular reviews to evaluate the nursery, which identify strengths and areas to develop. However, parents' views are not sought to contribute to identifying areas for further development. Parents receive daily verbal communication and regular newsletters to inform them of current projects and activities.

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Setting details

Unique reference number EY337006 Local authority North Yorkshire Inspection number 857121 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 12 Total number of places 69 Number of children on roll 124 Name of provider First Step Day Nursery & Big Steps Out of School CLub Partnership Date of previous inspection 13 October 2009 Telephone number 01845 525 509

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Setting details

First Steps Day Nursery incorporating Big Steps Out of School Club was registered in 2006. There are currently 17 staff working directly with the children, 14 of whom have an appropriate early years qualification, including one who holds an Early Years Teacher Status. The nursery opens five days a week from 7.30am until 6pm, all year round, except for bank holidays and a week at Christmas. The out-of-school club provides before and after school care and holiday care. The nursery provides funded early education for two-, three- and four-year-old children.

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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

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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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