First Steps

Inspection of First Steps 18 Albury Road, Merstham, Redhill, Surrey RH1 3LS

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

The quality of teaching is variable. At times, staff miss opportunities to help extend children's interests and challenge their learning. As a result, staff do not always build on what children already know and enjoy. Nonetheless, children have good relationships with the staff and they are well behaved. Those caring for babies help them to treat each other with respect and to feel secure and settled. For instance, they sooth children when they are upset and provide cuddles. Babies and young toddlers like joining in with singing sessions and exploring the toys set out for them. Older children enjoy learning about people who help us. Staff are attentive to children with special educational needs and/or disabilities (SEND) and supervise their play. For instance, staff help them to develop their physical skills and coordination when using the outdoor play equipment.

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The provision requires improvement

Pre-school children's imagination is well supported. For instance, an interest in pirates leads to the making of various artefacts, such as treasure maps. Staff place a strong focus on promoting children's independence. This is evident when older children help to lay the table for mealtimes. Younger children show that they are very familiar with the routine when they gather their comforters ready for a nap.

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need to do better?

n The manager has regular discussions with staff about their well-being. She is aware of the importance of this and the impact it can have on the care and welfare of the children. The manager monitors staff and completes supervision meetings with them. However, these are not precise enough in identifying specific targets to help enhance their practice. n Staff do not always respond promptly to children's interests or adapt the environment to enrich their experiences further. Sometimes, some staff do not challenge children's thinking, such as using probing questions to extend their thoughts and ideas. n Staff are kind and caring, and some are good role models for the less experienced staff. Staff use the local environment to help children develop an awareness of their community. They teach children how to be safe. Staff take children to visit the local park and to join in with purposeful activities at the

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need to do better?

library, such as singing and rhyme time. n Children's emotional well-being is positively promoted. Staff provide consistent messages and soothingly reassure children as necessary. They offer lots of praise and reminders about how to be considerate towards each other, such as taking turns. Consequently, children develop an understanding of how to play cooperatively together. They listen attentively during story sessions and follow instructions very well during the routine of the day. n Older children concentrate well on tasks. For instance, they use mud to make

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need to do better?

18 February 2020 pretend cakes and proudly show these to visitors and other children. Staff introduce mathematical language, such as early calculations, and discuss how long a cake will need to cook. Younger children enjoy joining in with number songs and learn about numbers and colours during their play. n Children have fun playing outdoors and gain fresh air. They practise their physical skills when climbing up and down the wooden climbing structure and learn how to use the slide safely. Staff ensure that babies and younger toddlers have access to their enclosed outdoor play spaces when the weather is suitable. n Staff support children with SEND appropriately. They build strong partnerships with parents and implement guidance obtained from them to help support children's emotions. Staff seek advice from external agencies and strive to put this into practice. n Parents speak positively about the nursery, and staff develop close partnerships

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need to do better?

with them. They share information about their children's day. However, staff do not maximise opportunities to help parents to build on their children's learning and development. n Children receive healthy and nutritious meals that are prepared on the premises. Older children say that the food might be a 'pirate's dinner' and that it 'smells delicious'. They confidently use equipment such as knives and forks. Children know where to find their water bottles when they are thirsty.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The management team and staff have a clear understanding of child protection issues. They know what to do if they are concerned about a child's welfare or an adult caring for them. Staff complete safeguarding training to ensure their knowledge is updated. They complete risk assessments to help ensure all areas are safe for the children to use. The provider follows secure recruitment procedures to help ensure that staff are suitable to work with children. New staff complete a detailed induction programme to enable them to become familiar with the policies and procedures. The management team ensures that ratios are always maintained and children are supervised to help promote their safety.

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Due date

18 February 2020 improve arrangements for the supervision of staff to provide targeted support, coaching and training to help raise their confidence and the quality of provision. 20/03/2020

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should:

n take more account of all children's interests and abilities to help ensure that activities support, challenge and extend their learning n extend the partnership with parents to provide more opportunities for them to be involved in supporting their children's learning and development.

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Setting details

Unique reference number 122618 Local authority Surrey Inspection number 10145889 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care Age range of children 0 to 4 Total number of places 60 Number of children on roll 66 Name of registered person First Step Nursery Ltd

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reference number

Telephone number 01737 215136 Date of previous inspection 6 September 2017

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Information about this early years setting

First Steps registered in 2000. It is located in Merstham, Redhill, Surrey. The nursery is open Monday to Friday from 8am to 6pm, for 51 weeks a year, excluding public holidays. It employs 13 members of childcare staff, all of whom hold appropriate early years qualifications ranging from level 2 to level 6. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector completed a learning walk of the areas used by the setting to find out how they are organised and the range of activities provided indoors and outdoors. n The views of staff, children and parents were obtained at appropriate times. n The deputy manager and the inspector carried out a joint observation. They discussed the impact of teaching on children's learning. n A meeting was held with the manager and the deputy manager. The inspector looked at relevant documentation and evidence of the suitability of staff working at the nursery.

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Inspection activities

We carried out this inspection 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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Inspection activities

18 February 2020 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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