First Learners’ Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Children's safety and well-being are compromised due to breaches in safeguarding and welfare requirements.

Those with designated safeguarding lead responsibilities are unsure about reporting processes in line with local procedures. In addition, information about children's health is not sought effectively enough, to ensure that their needs are fully met. Children do not have access to an ambitious and engaging learning environment.

Some activities in the outdoor area appeal to children of all ages. However, inside, children do not know how to access simple resources independently, such as paper for writing and ar...twork. Some children's interests have been considered to provide support for their learning.

However, other groups of children, including those who speak English as an additional language, are left roaming and receive very little interaction from staff. Children behave well and respond to instruction and praise from staff. However, learning happens by chance, rather than through an ambitious and well-planned learning environment.

Children rely on adults too much for activities to be provided. Although they are offered a choice of resources, they are not exposed to resources that promote exploration and a love of learning. This leads to children becoming bored and waiting for the next activity to occur.

What does the early years setting do well and what does it need to do better?

The provider, who is also a designated safeguarding lead, has a poor understanding of her responsibility to inform the local area designated officer when an allegation has been made against a member of staff. This does not ensure that children are kept safe from potential harm.The arrangements to promote children's ongoing health are not sufficiently secure.

Staff do not ensure that they have up-to-date information about children's health and do not take action to explore health concerns with parents. This means that some children do not settle well and do not receive full consideration for their comfort and well-being. The support for children with special educational needs and/or disabilities is effective.

Their needs are met well and they benefit from positive interactions from staff.The provider does not implement a clear and ambitious curriculum. Planning does not effectively reflect the ages and stages of the children taking part in activities.

As a result, some children lose interest in the activities provided in the learning environment. Staff ask children which resources they would like to play with but do not encourage them to independently find their own opportunities to explore and find out. This does not support children to develop, consolidate and deepen their knowledge and understanding across all areas of learning.

Staff do not effectively support the ongoing language development of those whose home language is not English. Those who do not have a full understanding of the language heard, quickly lose focus and start to disrupt the experience of others. Key persons do not make use of the information obtained from parents when children first start, to ensure that they are aware of the languages children hear and use at home.

This also weakens the teaching of other areas of learning, as children do not learn the key vocabulary that helps them to build on their knowledge of the world around them.Some aspects of teaching are successful. For example, during group times, staff read familiar stories and sing songs which some children can engage with during circle time.

For example, some children join in with simple actions while singing 'Ten Fat Sausages'. Older children learn to count and hold up fingers to represent the number of sausages. Children enjoy spending time in the nursery garden, where they have access to a range of activities that support their physical development.

For example, young children practise climbing steps and sliding down the small slides. Children enjoy nutritious snacks and are served healthy, hot meals that are cooked onsite. This contributes to children making positive choices towards a healthy lifestyle.

Despite weaknesses in some aspects of information sharing, partnerships with parents are generally friendly and positive. They say that their children enjoy coming to the nursery and receive warm support and praise, which helps to build children's confidence.

Safeguarding

The arrangements for safeguarding are not effective.

There is not an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure all designated safeguarding leads have a secure knowledge of how to manage allegations made against individuals appropriately and in line with local safeguarding partnerships 01/05/2024 ensure that all necessary steps are taken to promote children's ongoing good health 01/05/2024 develop and implement an interesting and ambitious curriculum that covers all areas of learning.01/05/2024 To further improve the quality of the early years provision, the provider should: make better use of the information provided by parents to enable staff to take reasonable steps to support the language development of children whose home language is not English.