Children 1st @ Main Street

Children 1st @ Main Street

Unique reference number (URN): 206217 Address: 18a Main Street, Long Eaton, Nottingham, Nottinghamshire, NG10 1GR Type: Childcare on non-domestic premises Registered with Ofsted: 09/01/1995 Registers: EYR, CCR, VCR Registered person: Breedon House Nurseries Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make excellent progress and achieve well from their starting points. They are exceedingly well prepared for their next stages in learning. For example, older babies confidently drink from an open cup ready for their transition to the toddler room. Pre-school children are prepared for school, showing determination and resilience as they put on coats and manage zips independently.

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Achievement Strong standard

Highly effective observations and assessments ensure children make significant progress from their starting points. Their interests and differing stages of development are carefully considered. All children, including those from disadvantaged backgrounds, make highly successful progress across the 7 areas of learning and development. Children with potential barriers to their learning receive efficient support and shared approaches to ensure highly consistent progress, for example those with emerging needs receive more targeted time where needed.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and practitioners set high expectations and provide consistent routines. Children understand what is expected of them and generally behave well, or are supported exceedingly well by knowledgeable staff. Staff act as positive role models, encouraging kindness and respect. For example, children politely request turns with the water jug during meals or agree to return later if the water tray is busy. Outdoors, staff support toddlers to wait for their turn on bikes and they offer alternative activities to maintain children's engagement highly successfully. When children are upset about sharing, staff stay calm, explain the situation and give them time to respond. This builds a consistently harmonious and respectful culture.

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Behaviour, attitudes and establishing routines Strong standard

Staff follow clear procedures to check attendance and promote this with families. Where barriers arise, staff are responsive and take time to understand the context of the individual needs of the child. For example, reviewing class sizes and offering children with special educational needs and/or disabilities quieter days to help with feeling less overwhelmed.

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Children's welfare and wellbeing Strong standard

Children have warm and trusting relationships with their key person. They confidently seek comfort or share concerns in age-appropriate ways. All children, especially those with wellbeing challenges or special educational needs and/or disabilities, benefit from care practices that focus on their emotional and physical development. As a result, children feel secure and included.

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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's welfare and wellbeing. Recent safer sleep training has effectively strengthened babies' sleep routines. Staff dress babies appropriately and they rest according to their individual needs. Staff complete regular checks and apply well thought-out-strategies to maintain a safe, calm and consistent sleep environment. Older children take part in yoga sessions, exploring simple breathing and stretching techniques that successfully supports their emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Well-structured routines, such as mealtimes, are social, calm and help develop positive eating habits. Babies thoroughly enjoy one-to-one feeding with eye contact, conversation and comfort. Children are very well supervised and encouraged to feed themselves. Babies learn to scoop with a spoon and older children practise using a knife and fork. Toddlers talk eagerly about the foods on their plates and pre-school children share what they know about healthy choices. Practitioners extend learning exceedingly well by discussing how different foods help their bodies.

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Curriculum and teaching Strong standard

Leaders have deep understanding of children's individual interests and development. They have implemented an ambitious curriculum that prioritises children's independence and language. Children are consistently encouraged to pour their drinks, serve meals and scrape plates. This promotes self-help skills from an early age. Children confidently share their ideas and feelings. Babies make regular eye contact with staff as they exchange in babble and singular words. Toddlers respond to simple questions and are introduced to new vocabulary when in the sand. They use spoons to 'scoop' and 'scrape' the sand into the cake tins and are heard using these words in their play. In the water tray, preschool children talk about 'transferring' water from one container to another.

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Curriculum and teaching Strong standard

Learning is carefully sequenced as key persons support children to achieve goals before moving to the next room. Mathematics is embedded throughout the environments. Younger children match coloured puzzle pieces and toddlers use mathematical language in role play, requesting a 'big square blanket' for their baby. Pre-school children build on this foundation by confidently matching quantities of pom-poms to printed numerals.

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Curriculum and teaching Strong standard

Staff recognise valuable learning opportunities in every interaction and adapt their teaching to extend children's knowledge. For example, they explore sound and rhythm when children tap wooden spoons on the table. This responsive approach ensures every child is challenged above what they already know and can do, to reach their full potential, including those with special educational needs and/or disabilities.

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Inclusion Strong standard

The leadership team has a strong understanding of the context and needs of the children and their families. Effective use of funding, including the early years pupil premium, ensures children benefit from high-quality support, fully inclusive environments and very well-trained staff. For example, the setting offer a range of enriching experiences which children may not have the opportunity for at home, including forest school, cookery and yoga.

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Inclusion Strong standard

Rigorous monitoring of children's development sees staff promptly identifying emerging gaps. Staff receive targeted training and systematically adapt their approaches to meet children's individual needs. For example, staff are due to complete autism training to meet the growing needs of some children in the nursery. The leadership team draws on external professionals to provide specialist support for children with special educational needs and/or disabilities where needed. Staff work closely with parents to learn key words and signs in home languages. This helps those children learning English as an additional language to reduce communication barriers and share their wants and needs effectively.

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Inclusion Strong standard

The leadership team uses their knowledge of children's social care status to make informed decisions, promote wellbeing and reduce barriers to attendance. These adaptations make a sustained difference to children's opportunities and experiences.

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Leadership and governance Strong standard

Leaders are adaptive and responsive to the needs of the nursery and families. The manager knows children and their families well. They take time to understand the context of each family and consider how to engage with harder to reach families, which has a positive impact on children.

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Leadership and governance Strong standard

Partnerships with parents are strong. During the settling-in process, key persons gather detailed information about children's routines, preferences and interests. Parents report noticeable improvements in their children's communication and language since attending the setting. They feel well informed about their child's day, next steps and how to build on these at home. For example, staff have created a range of thought-provoking home learning packs, including oral health packs, to support all children, including those from disadvantaged backgrounds. This motivates children and families to develop long-lasting healthy habits highly successfully.

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Leadership and governance Strong standard

The new manager instils a culture of continuous improvement. They have consistently high expectations and professionalism, which is embedded across the setting. Targeted training and coaching have strengthened staff expertise and improved the quality of learning experiences for all children. Staff feel well supported and benefit from regular professional development. Staff supervisions and peer observations help leaders and staff reflect together, identify areas for improvement and celebrate strengths. Staff feel respected, are passionate about their roles and demonstrate genuine commitment to children's learning.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Leaders have developed a curriculum to consistently meet the needs of all children, including those from disadvantaged backgrounds, which sees them making effective progress and achieving well. Children eagerly explore the well-planned environment and remain focused for sustained periods. Children benefit from warm, trusting relationships and confidently approach staff for comfort and reassurance, helping them to feel they belong in the setting, including those who have recently joined.

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What it's like to be a child at this setting

Leaders and practitioners have high expectations of children. Staff act as positive role models, supporting children to understand and follow routines and boundaries. Older children begin to recognise and manage their emotions using feelings books and targeted activities. Pre-school children collaborate highly successfully when completing a puzzle and show a clear sense of pride in their joint achievements. This demonstrates positive personal and social skills.

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What it's like to be a child at this setting

Practitioners skilfully introduce new vocabulary and promote communication skills across the setting. Babies engage in songs and puppets, supported by sensitive pauses that encourage their responses. Toddlers enjoy stories outdoors, with staff modelling how to handle books and asking questions that extend children's thinking. Practitioners respond to and build on children's emerging interests by linking them to stories and encouraging older children to recall events or predict what might happen next. This strengthens children's language skills and fosters a love of reading.

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What it's like to be a child at this setting

Children move confidently around the garden on scooters and bikes, showing good physical and problem-solving skills as they navigate around the track. Babies strengthen their fine motor skills through activities, such as turning a jack-in-the-box handle and painting. Toddlers scoop sand with utensils, pour it between containers and make marks while patting it down. Pre-school count and gather buttons from a bowl to press into play dough. These experiences help children strengthen their muscles to support their control and dexterity successfully.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

18a Main Street Long Eaton Nottingham Nottinghamshire NG10 1GR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Breedon House Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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