First Steps Day Nursery

First Steps Day Nursery

Unique reference number (URN): 2753315 Address: 148 Hendford Hill, Yeovil, BA20 2RG Type: Childcare on non-domestic premises Registered with Ofsted: 05/09/2023 Registers: EYR Registered person: Norris, Heather

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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 become confident and motivated learners, who are very well prepared for transitions within the nursery and for moving on to school. They show high levels of engagement and sustained concentration in their play. This includes children who face barriers to their learning, who participate fully and thrive.

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Achievement Strong standard

Younger children demonstrate increasing independence and self-care skills. For instance, babies learn excellent physical control as they use cups with no lids on. Toddlers dress themselves in all-in-one suits and manage zips confidently. Children develop a secure early mathematical understanding and problem-solving skills. For example, they confidently name numbers, sort and compare shapes and identify similarities and differences.

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Achievement Strong standard

Children throughout the nursery develop excellent communication and language skills. For instance, children communicate confidently, express their ideas clearly and use an increasingly rich vocabulary to interact effectively with peers and adults. Older children demonstrate confidence is holding conversations, and explaining and describing as they play with their peers.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create a calm, welcoming and highly positive environment that supports children's learning, development and care exceptionally well. Leaders establish clear, consistent and commonly understood expectations for behaviour, which staff apply thoughtfully and sensitively. There are highly respectful and trusting relationships between staff and children. These underpin the setting's deep culture and promote children's emotional security and wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children very effectively to develop positive behaviour and attitudes. Children learn to collaborate, share and take turns. They show kindness and consideration towards their friends. Staff consistently consider children's age, stage of development, individual needs and personal circumstances when supporting them to meet expectations. They ensure that support is well matched and inclusive.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff work closely with parents and carers to establish consistent routines. They promote the importance of punctuality and regular attendance. This work supports children, particularly those receiving additional funding, to develop positive habits for future learning. The setting has a sustained impact on the behaviour, attitudes and routines of all children, including those facing barriers to learning or wellbeing. Children demonstrate positive attitudes, emotional maturity and a positive sense of belonging. Older children manage their behaviour confidently and independently, without the need for adult support. This independence prepares them very well for the expectations of school.

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Children's welfare and wellbeing Strong standard

Leaders and staff promote children's welfare and wellbeing exceptionally well. They ensure that all children receive the care and support they need to thrive, both in the setting and for the future. Care practices meet children's individual needs carefully, including those children who face barriers to their learning. Leaders ensure that children's meals and snacks are nutritious and meet their individual needs. They take account of children's stages of weaning, allergies and dietary requirements.

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Children's welfare and wellbeing Strong standard

Warm and positive relationships between key persons and children are firmly established. Babies confidently cuddle into familiar staff, showing they feel safe and secure. Older children are confident and independent, knowing staff understand their needs and respond quickly. These secure relationships support children's emotional wellbeing and help them to develop very close attachments.

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Children's welfare and wellbeing Strong standard

Children learn to recognise, express and manage their emotions and show high levels of emotional security. Independence is a clear focus throughout the nursery. This is evident in children's positive attitudes, growing self-care skills and confidence in managing daily routines. For instance, staff discuss the importance of oral hygiene with children, helping them to understand how to care for their teeth. Toddlers relish using dental hygiene toys to practise brushing. This builds familiarity and confidence with oral health in a fun and practical way.

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Curriculum and teaching Strong standard

Leaders have an accurate understanding of the quality of the curriculum and teaching, They use this knowledge to drive continual improvement. Leaders ensure that all children benefit from a high-quality and ambitious curriculum. The curriculum is carefully planned and sequenced so that children's learning builds progressively on what they already know and can do.

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Curriculum and teaching Strong standard

Staff implement the curriculum effectively and place a strong emphasis on children's personal social and emotional development and their communication and language. Children become confident in communicating their needs and ideas, using an increasingly wide vocabulary. They apply their language skills purposefully, including when developing their mathematical understanding. Staff support this effectively by consistently modelling rich language and extending children's thinking during their interactions and play.

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Curriculum and teaching Strong standard

Leaders prioritise children's physical development throughout the nursery. Babies and younger children confidently develop physical skills during focused physical activities. They climb, balance and build with sensitive adult support. Staff know children extremely well and adapt teaching thoughtfully to meet the needs of children who face additional barriers to learning or wellbeing. They make appropriate adjustments to ensure that all children access the curriculum fully.

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Curriculum and teaching Strong standard

Staff use ongoing assessment effectively to identify what children know and can do. They tailor teaching to children's different starting points and stages of development, enabling all children to make excellent progress.

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Inclusion Strong standard

Leaders have high expectations for all children. They embed a very positive culture of inclusion across the setting. Children demonstrate a deep sense of belonging because leaders and staff create a warm, safe and highly supportive environment. Leaders prioritise the early and accurate identification of children's individual needs. They assess children's development carefully and use this information to plan timely and targeted support.

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Inclusion Strong standard

Leaders and staff use their detailed knowledge of each child to reduce barriers to learning through reasonable adjustments, adaptations and inclusive practices. Staff skilfully adapt teaching, routines and the environment so that children with special educational needs and/or disabilities and disadvantaged children access the curriculum fully and participate confidently alongside their peers. Leaders monitor children's progress closely and review the impact of support regularly. They adjust provision, where needed, to ensure that children make excellent progress.

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Inclusion Strong standard

Leaders ensure that staff clearly understand their responsibilities in supporting vulnerable and disadvantaged children. They work closely with parents and carers and external professionals, valuing children's and families' views, when shaping support. Leaders use additional funding strategically. They ensure that it has a clear and measurable impact on improving outcomes for disadvantaged children.

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Leadership and governance Strong standard

Leaders have an in-depth understanding of the setting's strengths. They make all decisions in the best interests of children, particularly those who face barriers to their learning and wellbeing. The recent introduction of the outdoor classroom was developed to provide more specific learning experiences as leaders recognise that some children need more focused learning opportunities.

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Leadership and governance Strong standard

Relationships across the setting are highly respectful, warm and positive. Leaders work closely with staff and parents and carers to target the use of additional funding accurately to the needs of the children it is intended for. Leaders maintain close links with other professionals, including from local schools. This prepares children effectively for transitions and ensures that they are confident and ready to start school. Leaders participate in meetings with other professionals, which enables staff to access specialist guidance and implement personalised support plans for children and their families.

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Leadership and governance Strong standard

Staff benefit from high-quality and consistent professional development and ongoing training, which enhances teaching, care practices and children's outcomes. Leaders prioritise staff wellbeing and manage workloads thoughtfully. This ensures that staff feel supported and confident in developing their skills.

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

Children arrive at the nursery happy, confident and eager to begin their day. They settle quickly and engage deeply in a wide range of stimulating activities, demonstrating curiosity and a love of learning. Older children participate enthusiastically in games, learning to take turns, cooperate and support their friends. Younger children explore resources, such as water play, developing their fine motor skills as they use pipettes and sponges to transport water. Babies delight in singing and using props and instruments, which supports their emerging language and communication skills. Staff expertly adapt activities to meet the developmental needs of each child, ensuring all make rapid progress from their individual starting points.

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

Children with special educational needs and/or disabilities or who face barriers to their learning receive the targeted support that they need to help them to achieve. The learning environment and curriculum are carefully designed to meet each child's individual needs, offering highly enjoyable and engaging experiences. Leaders prioritise children's safety and wellbeing, ensuring that all activities are inclusive and accessible. As a result, every child feels valued, supported and fully included in the setting.

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

Children demonstrate high levels of independence and are consistently helpful to staff and their peers. Older children confidently use dustpans to sweep up sand without being prompted. They are also attentive to the needs of others, showing care and consideration in everyday situations. For example, when some children struggle to see a book being shared by staff, other children willingly adjust their position to help without being asked. Staff respond with enthusiastic praise and thanks, reinforcing these positive behaviours. This fosters a supportive and cooperative atmosphere.

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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 SEND, 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, staff, parents and carers and the special educational needs coordinator during the inspection.

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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0 to 4

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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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

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

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