First Steps Cornwall Ltd - Newquay

Inspection of First Steps Cornwall Ltd - Newquay Porth Bean Road, Newquay, Cornwall TR7 3JF

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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 feel very safe and secure. They show affection with smiles and give hugs to staff, who know them well. Children are kind and thoughtful to one another. For example, pre-school-aged children tell staff what they think their friends may like to play with because they know 'they will love it'.

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The provision is good

Leaders support staff in delivering a curriculum that builds on what children know and can do, and what they need to learn next. For example, staff support babies to develop their physical strength and mobility effectively. They use toys and interesting items to motivate babies to roll or crawl. Staff hide plastic farm animals in the sand. Babies show great excitement when they find them. Staff narrate what the babies are doing. Babies smile and babble in response as they do this again and again. Staff understand the positive impact of repetitive play and how this develops babies' understanding.

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The provision is good

Partnership with parents and carers is strong. Staff keep parents up to date with their child's learning and development via a digital application online. Parents are confident that their child is safe and well cared for by friendly staff. They welcome the consistent sharing of ideas to further support their child's learning at home. Parents comment positively on the enjoyment that their children get from regular outings.

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need to do better?

n Staff support children with special educational needs and/or disabilities (SEND) very effectively. The special educational needs and disabilities coordinator advises staff on ways to help children with SEND express their needs. For example, children use 'communication boards', 'now and next boards' or other visual cues to communicate what they would like or need. Staff know their key children very well and respond swiftly to their requests. n Toddlers learn about what makes them unique. They look at photographs of their families. Staff use these as discussion points for children to learn about similarities and difference. Toddlers learn more about each other's home lives and they all feel included. Pre-school-aged children re-enact family life in the role-play area and develop a strong sense of who they are. n Staff skilfully develop pre-school-aged children's early literacy skills. They direct children to tune into sounds and describe what they hear. Staff extend this by

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need to do better?

asking children to put the sound into a sentence and build on their vocabulary. Through discussion with staff, children learn about rhyme and identify that 'fire' rhymes with 'pacifier'. n Babies make good progress in their self-care skills. Staff support them in becoming independent. For example, staff are patient and take the time to allow

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need to do better?

11 April 2024 older babies to peel a satsuma. Babies are fully engaged, show resilience to complete the task, and respond happily when they succeed. n Staff support toddlers to share and model how to take turns in group activities. However, staff do not implement an effective communication and language curriculum for toddlers to further develop their listening and speaking skills. For example, staff count numbers out loud. They ask toddlers to count with them, without giving them enough time to join in. Later, although staff sing nursery rhymes to toddlers, they sing very quickly. Toddlers do not always have the opportunity to hear and learn new words. n Pre-school-aged children develop their spatial awareness and understanding of the world. Staff play alongside them outside and further their learning effectively. Pre-school-aged children collect bark chippings and transport them in a wheelbarrow. Other children pretend to make tea with the aromatic chippings.

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need to do better?

Some pre-school-aged children look up at the kiwi tree and staff recall what happened when the kiwis fell to the ground. However, staff do not consistently motivate and engage all toddlers outdoors to further their learning. For example, although toddlers are curious to play with puddles of rain in a sand pit, staff do not acknowledge this interest or extend their learning. n Leaders work in strong partnership with external professionals and local schools. They offer enhanced transitions and specialised planning for children, to better prepare them for their next stage of education. Staff well-being is high and they have regular supervision to support their development. Leaders ensure that managers who are new to their role receive continuous support and guidance, including professional training.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n implement an effective communication and language curriculum for toddlers, to further develop their listening and speaking skills n motivate and engage all toddlers outdoors to extend and further their learning.

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Setting details

Unique reference number EY472262 Local authority Cornwall Inspection number 10338579 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 101 Number of children on roll 457 Name of registered person First Steps Cornwall Ltd

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reference number

Telephone number 01637 877073 Date of previous inspection 6 December 2019

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Information about this early years setting

First Steps Cornwall Ltd - Newquay re-registered as a limited company in 2013. It operates from purpose-built premises situated within the grounds of St Columb Minor CP School on the outskirts of Newquay, in Cornwall. The nursery is open each weekday from 7.30am to 6.15pm, for 50 weeks of the year. The nursery receives funding for the provision of free early education for children aged two, three and four years. There are 41 members of staff. Of these, six staff hold relevant qualifications at level 6, two are qualified at level 5, 13 at level 3, and four at level 2. There are 11 other members of staff who are unqualified or working towards a childcare qualification.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the provider and have taken that into account in their evaluation of the provider. n The inspectors viewed the provision and discussed the safety and suitability of the premises. n A manager joined an inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Staff and children spoke to the inspectors during the inspection. n The special educational needs coordinator spoke to an inspector about how they support children with special educational needs and/or disabilities. n The inspectors observed the quality of education being provided indoors and outdoors, and assessed the impact that this had on children's learning. n The inspectors carried out joint observations of group activities with a manager.

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Inspection activities

n An inspector spoke to several parents during the inspection and took account of their views. n A manager showed the inspectors documentation to demonstrate the suitability of staff.

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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

11 April 2024 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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