Children 1st @ The Marina

Inspection of Children 1st @ The Marina Brayford Pool, LINCOLN LN1 1RD

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Overall effectiveness Good

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

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The provision is good

Children are happy and enjoy learning in the welcoming environment created by staff. Children develop secure relationships with staff. They settle quickly and are happy to seek reassurance and help from staff when needed. This has a positive impact on children's well-being and ensures they feel safe.

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The provision is good

Children show a love of stories. They have excellent attention skills when listening to familiar books such as 'Super Potato'. After listening to the story, children use their imagination and a variety of tools and materials to create their own super vegetables. The children learn new words such as 'courgette'. Children work as a group and give each other encouragement while moving large blocks, creating a 'super village' for their vegetables. Children show pride in their creations, smiling as they show staff and visitors their 'super green bean'.

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The provision is good

Children of all ages are taught by staff to show kindness and respect towards each other, fostering firm friendships. Young children help their friends put on their coats and say 'thank you'. Children are confident and independent. They develop a can-do attitude supported by staff. Children under two receive praise as they wash their hands independently and put their own hats on ready to explore outside. Children adhere to staff's high behavioural expectations and know the daily routines. They listen and wait for their name to line up ready for lunch.

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need to do better?

n Staff have a good knowledge of children's learning and development. They know the children well and can talk about their individual personalities and care needs. They observe children as they play and assess what they need to learn next. Staff focus on supporting any identified gaps in children's learning and experiences, including those children with special educational needs and/or disabilities. n Staff offer a range of opportunities for children to learn based around their interests. They build on what children know and can do. For example, staff in the baby room know the children have a keen interest in blocks. Children enjoy an activity building with blocks, foam, water and ice. They show determination when balancing different farm animals on top of their towers. They develop their speech, practising animal sounds and using new words such as 'slimy' to describe the textures they can feel. n Staff plan opportunities and experiences children may not get elsewhere. Staff

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need to do better?

support children to learn about similarity and difference while using materials to create Chinese dragons. They discuss why dragons are important to Chinese New Year. n Overall, staff's interactions are effective and help support children's

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need to do better?

9 February 2022 communication. Staff encourage children to build their confidence and make choices in their play. Staff ask children what they are doing while playing in the kitchen area. The children are not sure what the shampoo bottle is for until staff show them how to wash their hair. Staff repeat key words and actions that the children imitate. However, at times, the way staff communicate and their expectations of what children will learn are not suitable for some children. Therefore, children lose focus and engagement. Some two-year-olds lack concentration and start to wander during large group time, as it is too challenging for them. n Staff help children to learn about the things they need for a healthy lifestyle. They discuss with children why it is important to brush their teeth and encourage them to tell each other the colour of their toothbrushes. n Children listen to staff and follow instructions. For example, staff teach children

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need to do better?

of all ages to take care of resources, including how to put them away when they have finished. Occasionally, staff do not support children, particularly two-year- olds, to manage how they are feeling. For example, when children are upset, staff do not talk to them about how they feel and what this means. As a result, some children find it hard to focus during play. n Leaders and managers support all staff, particularly apprentices, through high- quality professional development. The well-established leadership team creates a reflective culture. Staff evaluate the range and quality of children's experiences and work together to make improvements. They develop effective relationships with other local settings and other professionals that work with children to share good practice. n Partnerships with parents and carers are important to staff and leaders. They work alongside parents, supporting children's care and learning needs, including

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need to do better?

toilet training. Parents feel well informed about children's progress and development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff and leaders have a secure understanding of their responsibilities in keeping children safe. They demonstrate a good understanding of the signs and symptoms a child may be at risk of harm. They are confident in reporting and escalating any concerns to the relevant people, for example social care and the police. Staff and leaders know families and children well. The site is secure and has robust visitor procedures. Staff check the environment regularly to ensure it is a safe place for children to play. Leaders have a thorough recruitment procedure in place and continuously monitor the suitability of all staff.

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should:

9 February 2022 n differentiate planned activities and interactions further to ensure they offer suitable challenge and meet the developmental needs of all children n provide children with further support to explain and manage their feelings so they can concentrate on their chosen play.

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Setting details

Unique reference number EY481236 Local authority Lincolnshire Inspection number 10138586 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 120 Number of children on roll 157 Name of registered person Breedon House Nurseries Limited

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reference number

Telephone number 01522511333 Date of previous inspection 15 July 2016

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Information about this early years setting

Children 1st @ The Marina registered in 2014 and is located in the centre of Lincoln. The nursery employs 27 childcare practitioners. Of these, 16 hold appropriate early years qualifications at level 3 and above. The nursery opens Monday to Friday all year round, except for bank holidays and Christmas week, from 7.30am until 6.30pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in the evaluation of the setting. n The manager and inspector completed a learning walk together, discussing the intention for children and how the environment is designed. n The inspector observed children play and evaluated the impact of interactions and the environment on children's learning. Children's voices were taken into consideration. n A range of documentation was reviewed, including suitability checks, first-aid certificates and safeguarding policies and procedures. n The manager and inspector observed and evaluated an activity. n The inspector held discussions with staff and leaders regularly during the inspection. n The inspector spoke to parents and took their views into account.

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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

9 February 2022 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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