First Friends PDN

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of First Friends PDN.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding First Friends PDN.

To see all our data you need to click the blue button at the bottom of this page to view First Friends PDN on our interactive map.

About First Friends PDN


Name First Friends PDN
Inspections
Ofsted Inspections
Address 141 Chaddesden Park Road, Chaddesden, Derby, Derbyshire, DE21 6HP
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Derby
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children enjoy going to nursery and have a warm welcome from their key person. Children know where to find all the toys and equipment and know what they like to play with. Staff provide children with activities that appeal to their interests.

However, staff do not consistently manage behaviour well, which disrupts the delivery of the curriculum for the older children. For example, staff do not tell children what needs to be done next. This impacts on children's understanding of the nursery routine and their behaviour is affected.

Staff remind children of the rules of the nursery. Younger children follow simple routines we...ll. For example, when singing the washing hands song, babies instantly react and come to find the table area to have their hands wiped.

However, within the pre-school, staff do not ensure all the children join in at tidy up at tidy-up time. Therefore, some children still actively play while others are work together and staff do not challenge this. Staff put in place opportunities for children to become independent, for example stations for children to learn how to blow their nose and to do this alone.

Staff give children choices, such as whether they would like butter on their fruit bread. Children then independently butter their own fruit bread if they wish.Children show kindness and concern towards each other.

They know that they can turn to adults in the nursery if they need comfort or reassurance. This helps to make them feel safe and happy. However, some children with special educational needs and/or disabilities do not receive the intervention they need to help them to make progress.

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

There have been many recent changes to the nursery staff team. The manager wants all children to experience the ambitious curriculum they have developed. Younger children learn and access the curriculum well.

However, the curriculum for the older children is not always supported by staff who know what they need to learn by the time they leave the nursery. Staff consider children's interests when planning activities, however, teaching does not focus sufficiently on making sure that children learn specific knowledge and skills. This is because the knowledge and skills of the staff team are not well developed.

The management team and staff work together to identify children who need extra help with their learning. Staff identify and try to use children's interests to develop activities. However, staff struggle to adapt their practice with mixed-age groups and, as a result, extension for mathematics for the most-able children does not happen.

Staff support the older children who speak English as an additional language well. They have information packs to enable them to use simple words in children's home languages. However, the younger children are not supported in this area and children are left for periods of time without any adult play interactions or communication.

Staff try to ensure that children's behaviour is appropriate. For example, they support children when they need to resolve disagreements within the garden or to wait in a line to get water from the water butt. However, when children show increasingly challenging behaviour, the techniques used to manage this by staff are not consistent.

Staff do not support children well enough to ensure that they learn to manage their behaviour safely. Children become very distressed when they do not understand what is being asked of them. At times, this creates a learning environment which is disrupted and does not support children's learning.

The management team are considerate of their staff's workload and well-being. They make decisions about what paperwork is essential. Managers ensure that extra training is put in place to support staff.

However, at times, meetings about children's development are not given the priority they need. Therefore, children's learning and development needs are not based on the most up-to-date information staff have about them.The management team has plans to improve on the practice of the staff and has set out actions and timescales to make necessary improvements.

Managers have struggled to provide time for staff to fully engage with the improvements and meet the targets set. This has made it difficult to check the success and staff knowledge of how to meet the needs of all children in the setting is limited.Parents speak highly of the nursery and state that their children have formed lovely relationships with the staff.

Parents are happy with their children's progress, involved with children's starting points and are aware of their next steps. They report that their children enjoy attending and are well cared for.Children show that they have positive friendships within the nursery.

Children hold hands when playing in the garden and staff provide activities that support teamwork in play. For example, when children imagine being cooks in a restaurant, staff provide enough resources, so that children can all join in.Staff provide young children with opportunities to explore freely within a small space.

However, at times when children are not encouraged to tidy away, their development of physical skills are hindered due to the amount of unused resources that are left on the ground. Children are not able to freely move around because of this.The management team and staff have worked together to identify children who need extra help with their learning.

However, once children are identified, individual plans are not supported quickly enough. Some staff do not recognise that progress can be speeded up with appropriate prompt support.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a secure knowledge of safeguarding. They know the signs that indicate a child may be at risk from abuse or harm. Staff demonstrate their understanding of the 'Prevent' duty, county lines and the whistle-blowing procedure.

All staff have been through a robust recruitment procedure to ensure they are suitable to work with children. Staff understand the actions to take in the event of them having a concern about a staff member. Leaders are committed to a multi-agency working approach, ensuring families are supported.

Staff ensure that children have a safe and secure space to explore.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure staff take prompt action to address all children's individual learning needs, especially those children who speak English as an additional language and children with special educational needs and/or disabilities 28/08/2023 ensure that staff training and development is effective, so that they have the confidence, skills, knowledge, and capabilities to fully understand how to support children's learning to a consistently good level 28/08/2023 ensure all staff have an understanding of the setting's behaviour management policy and monitor the implementation of behaviour management strategies across the staff team 28/08/2023 ensure managers create clear action plans to support the whole team to continue to develop their practice and further improve outcomes for children.28/08/2023 To further improve the quality of the early years provision, the provider should: review the organisation of routines, so that children, in particular in pre-school, are better able to fully understand what is happening next nimprove the learning environment, ensuring it is free from clutter, to ensure babies and very young children have space to play and move freely strengthen the curriculum for mathematics to further support children's counting and understanding of numbers.


  Compare to
nearby nurseries