First Chapter Day Nursery

Inspection of First Chapter Day Nursery Toll Bar Cottage, High Lane, Burscough, ORMSKIRK, Lancashire L40 7SN

p.1

Overall effectiveness Good

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

p.1

The provision is good

Children are excited to arrive. They receive a warm welcome from staff, who greet them at the door. Children show that they have developed secure attachments with the kind and caring staff as they separate with ease from their parents and carers. Consequently, children settle quickly into their nursery routines.

p.2

The provision is good

Leaders have taken swift action to address the weaknesses raised at the last inspection. Leaders have ensured that all staff, including apprentices and those that are new to the setting, have undertaken a range of professional training to help them understand their roles and responsibilities to safeguard children. Children are safe at this setting. The manager has strengthened the curriculum. All children, including those with special educational needs and/or disabilities (SEND), enjoy a wide range of well-planned learning activities that ignite their curiosity and imagination. When outside, staff encourage children to be physically active through team games and using fixed apparatus, such as swings and slides. Staff set clear expectations for behaviour and children behave well. They share and wait their turn during group activities. Staff model how to treat others with respect. Children are kind and caring and say please and thank you to each other. Children are making

p.2

The provision is good

good progress in their learning and development.

p.2

need to do better?

n There are effective arrangements in place to support all staff to continually improve their practice. Staff have undertaken recent training to help them improve the curriculum for children. However, on occasions some staff do not precisely sequence the curriculum. This does not help some children to build on what they know and can do. All staff say they feel well supported and staff morale is high. n Staff model language effectively. Babies babble in response to adults' interactions and singing. Toddlers learn new words, such as 'starfish' and 'seahorse', as they play alongside chatty adults in the water trough. The oldest children engage in deep and meaningful conversations with their friends and those that care for them. This is because staff share books often and talk about the world around them. These strategies enable children to develop appropriate language skills. n Staff provide many opportunities for children to be physically active. Children

p.2

need to do better?

independently choose where they take their learning as they move freely between different learning environments, both indoors and outdoors. When outside, babies and toddlers make marks on the floor with large chalks and water spray bottles. Staff teach children how to make the swing move through bending and stretching their legs. Inside, toddlers work hard to squeeze the pegs onto paper plates. Such activities help develop children's small- and large-

p.2

need to do better?

7 June 2024 muscle strength. n Parents speak highly of this setting. They feel well informed about their child's learning and development and are very complimentary about the love and care their children receive. Parents are enjoying the new stay-and-play sessions provided by the staff. They comment on how the sessions have helped them to understand their child's day at the nursery and in building closer relationships with the staff team. n Children develop well personally, socially, and emotionally. Children are allocated a key person who provides the link between the setting and home. Staff support children to learn how to become independent in dressing, toileting and eating. Furthermore, when children are transitioning to school, staff facilitate visits from their teachers to help prepare them for the move to school. Children are developing the skills they need for future learning. n Staff promote children's knowledge of mathematics well. Staff take many

p.2

need to do better?

opportunities to support children to count and recognise colours and shapes throughout their daily routines and planned activities. For example, staff use mathematical language, such as 'big' and 'small', to help children compare and sort sizes of the toy minibeasts into containers. n Staff build and develop respectful relationships with children. As a result, children show that they know and understand what is expected of them. For example, they turn on their listening ears to await instructions from staff members. Additionally, children line up and wait to be counted before they go outside for group time. Children are learning to be respectful of each other and those around them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n precisely sequence the curriculum to build on what children know and can do.

p.3

Setting details

Unique reference number EY272250 Local authority Lancashire Inspection number 10331646 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.4

inspection

Total number of places 80 Number of children on roll 69 Name of registered person 1st Class Nursery Ltd

p.4

reference number

Telephone number 01704 893 279 Date of previous inspection 4 January 2024

p.4

Information about this early years setting

First Chapter Day Nursery registered in 2004 and is situated in Burscough, Lancashire. The nursery employs 13 members of childcare staff. Of these, one holds a childcare qualification at level 6, five hold a level 3 qualification and one holds a level 2. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am to 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector spoke to children, to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

p.5

Inspection activities

n The inspector carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

p.5

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.

p.5

Inspection activities

7 June 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6