1st Class Day Nursery

Inspection of 1st Class Day Nursery 3 Studfall Court, Corby, Northamptonshire NN17 1QP

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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 Good

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The provision is good

Children are happy and settled at this inclusive nursery. They are greeted at the door by friendly staff, who know them well. Staff set clear boundaries, such as repeating the 'golden rules', which help the children to understand staff's high expectations. Older children learn to cooperate with friends and solve problems together. For instance, when investigating which materials float and which sink, they test out each boat in turn. Staff model politeness, reminding young children to say 'excuse me' when they want to join a group.

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The provision is good

Staff provide activities that promote many areas of learning and engage children's curiosity about the wider world. For example, they expertly ask children questions to help them recall the story of 'The Enormous Turnip'. This supports the development of early literacy skills. Older children strengthen their arm muscles as they rake and water the soil ready to sow turnip seeds. They use their early mathematical skills as they count and record the number of shoots growing in another planter. Children practise their communication and language skills as they talk about making soup when they harvest the vegetables. Staff link this experience back to when children placed sunflower seeds into pots to take home and watch them grow. This helps them to learn about how to care for plants and where their food comes from.

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need to do better?

n The curriculum focuses on building independence and confidence in preparation for future learning. For example, staff ensure that children find and put on their coats independently before outdoor play. Staff encourage young children to serve vegetables at lunchtime and pour water from jugs into open cups. Young children wipe their faces and check them in the mirror after eating. Older children competently use cutlery to eat noodles. n Partnerships with parents are well established. Some examples of parent involvement include stay-and-play sessions, access to borrowing books and home learning bags, development meetings and ongoing conversations daily. Parents say they are well informed about their children's progress. Staff work closely with them on continuing children's learning at home, such as using the toilet. n Staff interactions with children are positive. They show kindness and respect towards those in their care and each other. When there are any minor disputes

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need to do better?

between friends, staff know when to intervene to help resolve these. For instance, they use sand timers to help children to wait patiently for their turn. Young children learn to recognise emotions, as staff introduce colour monsters representing feelings. n Young children approach staff for cuddles when needed, demonstrating strong

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need to do better?

1 April 2025 bonds. Children offer to help each other, for example, while hanging up their coats. They form firm friendships across age groups, which helps them to move from the toddler to the pre-school room with ease. They practise their socialising skills, such as during snack and mealtimes, when they chat together and with staff. n Leaders are aspirational and highly reflective. They take account of the staff's views when making changes. Leaders provide effective support for staff well- being. They promote professional development opportunities, including through regular meetings. Staff benefit from training as a team, for example learning British Sign Language together. However, targeting of individual support for individual staff to enhance good teaching skills even further is not yet as effective. n Support for children with special educational needs and/or disabilities (SEND) is strong. Staff swiftly identify any children at risk of falling behind. Partnerships

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need to do better?

with other professionals, including speech and language therapists, are effective in helping children to achieve their goals. All children's progress is closely monitored. n Communication and language skills development is a high priority for all children, including those who speak English as an additional language. Staff engage children of all ages in exploring books and storytelling. They teach young children songs and rhymes, which helps to build their vocabulary and self- esteem. Staff enrich older children's use of language, for instance, by introducing descriptive words, such as 'sprinkle' and 'tiny', while planting seeds. n Children's physical development is promoted well. They enjoy fresh air and exercise daily. For example, children run around vigorously as they play games such as hide and seek and tag. Older children use their imaginations as they pretend to be pirates, using climbing equipment as their ship. They balance on

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need to do better?

pieces of wood on top of tyres as they 'walk the plank'. Staff provide plenty of opportunities for mark making outside, such as when children draw pirate maps.

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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 enhance the support for staff to focus on strengthening individual teaching skills to extend children's learning even further.

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Setting details

Unique reference number EY541319 Local authority North Northamptonshire Inspection number 10388278 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 40 Number of children on roll 64 Name of registered person Paton-Eades, Shelley

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reference number

Telephone number 01536 206332 Date of previous inspection 4 July 2019

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Information about this early years setting

1st Class Day Nursery is located in Corby and registered in 2017. The nursery employs 13 members of childcare staff, of whom 11 hold early years qualifications between levels 3 and 6. The nursery opens from Monday to Friday for 51 weeks of the year. Sessions are from 8am to 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager joined the 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 inspector during the inspection. n Staff 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 is having on the children's learning. n The inspector and the manager carried out a joint observation of an outdoor activity. n The inspector spoke to several parents during the inspection and took account of their views.

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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

1 April 2025 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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