First Steps Nursery

Inspection of First Steps Nursery 25-29 Thanet Road, Margate, Kent CT9 1UA

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Overall effectiveness Good

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

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The provision is good

Children arrive at the setting happy and excited to begin their day. They are greeted by managers and quickly settle into their morning activities, supported by staff. Children develop their independence throughout the day, which has been planned for carefully. For example, when arriving, children select their own named picture and move onto a board and hang their belongings in their own space. Staff ensure that children practise important daily skills, such as washing hands before lunch and putting on their coats. Staff teach children the importance of sharing and turn-taking, through gentle reminders, and demonstrate how to respect each other in children's play.

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The provision is good

Children show high levels of engagement and staff superbly plan enjoyable and engaging experiences to spark children's curiosity. For instance, children visit places in their local area, such as the post office, library and museum, which links to their topics. Staff are aware of the importance of developing children's vocabulary through songs and rhymes and regularly sing with the children. For example, the younger children sing along to 'Old Mac Donald' with staff during a puzzle activity with farmyard animals. Children have lovely, close bonds with staff, as there is an excellent key-person system in place, and enjoy receiving praise with what they have achieved.

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need to do better?

n Managers have high expectations of all staff and are very supportive. There is a strong team feel and staff are very proud to work at the nursery. Staff can access regular professional development and new staff are mentored, allowing them to have the best knowledge for children. Staff well-being is well supported, such as through meetings and training opportunities. n Parents speak very highly of the nursery and praise staff members and the bonds they have formed with their children. Children are happy when entering the nursery once they are settled in. Parents receive regular information on children's development and progress through daily conversations, information shared online and parent consultations. n Indoors, children have a wonderful environment to explore, which has been carefully planned to facilitate all areas of learning and maximise all children's engagement. However, planning for the outdoor area could be strengthened to

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need to do better?

enhance learning opportunities and ensure the same levels of engagement are met outside, as this area is popular with the children. n Mealtimes at the nursery are seen as a social time and a chance for staff to teach children important skills, such as listening to one another and taking turns. For instance, children eat their lunch with their key person at the table. This helps staff to support children to learn about healthy eating and it enables them

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need to do better?

13 October 2023 to feedback to parents about how children are eating. n Managers understand the importance of a varied and exciting curriculum and how to plan and sequence experiences for children. For example, staff create an activity with photographs of the children and their local area, allowing children to role play visiting places they are familiar with to encourage communication. Managers plan excellent links with visitors to the nursery to teach children about themselves and others around them, such as the local dentist to teach children about their teeth. n Children with special educational needs and/or disabilities (SEND) are well supported by the special educational needs and disabilities coordinator (SENDCo) and by all staff. For instance, the SENDCo develops staff's understanding of how to support children and implement support, such as through personalised plans. Staff also use spaces within the nursery well, such

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need to do better?

as quiet areas, to provide individual support and sensory experiences to help children with specific needs. n Staff understand the importance of developing children's physical skills, such as climbing, catching, and balancing. Managers have added climbing equipment to the younger room in the nursery so children can use this in their play. In the pre-school room, staff provide opportunities for children to use materials, such as play dough, to strengthen their fingers and hands to help them with their early writing and mark making.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff understand the importance of safeguarding children and how to identify signs a child may be at risk. They are also aware of their role in reporting any concerns to support children who may be in need. Managers provide staff with regular training to ensure that staff have up to date knowledge on how to protect children from harm. Children follow the rules within the nursery and have a good understanding of why the rules are in place to keep them safe, which is explained by staff. For example, children know how to line up when leaving their classroom and walk carefully when using the stairs.

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should:

n support staff to fully refine the organisation and planning of the outdoor learning environment.

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Setting details

Unique reference number 127184 Local authority Kent Inspection number 10307975 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 100 Number of children on roll 76 Name of registered person Warren, Hazel Ann

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reference number

Telephone number 01843 294256 Date of previous inspection 22 March 2018

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Information about this early years setting

First Steps Nursery registered in 2000. The nursery is open each weekday from 7.30am to 5.30pm, during term time. It is in receipt of funding for the provision of early education for children aged two, three, and four years. There are 10 members of staff. Of these, seven hold relevant early years qualifications at level 3 or above and one member is a qualified early years teacher. There are also two apprentices who are currently training for their level 3 qualification.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the provision. n The manager and the inspector completed a learning walk together and discussed the early years curriculum. n The inspector spoke to parents during the inspection and listened to their views. n The manager and the inspector carried out a joint observation of a group activity. n The inspector observed the interactions between children and staff and the impact on their learning.

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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

13 October 2023 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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