Kids 1st Jesmond

Books, paint mixing and balancing beams give Kids 1st Jesmond a recognisable character: learning through conversation, exploration and movement. In October 2024, children investigated changing colours with staff and experimented with movement in the garden. These are useful examples of how everyday play can become an opportunity to build language and physical confidence.

At its 16 October 2024 inspection, Ofsted rated the nursery Good and found safeguarding arrangements effective. There were also two clear priorities: helping quieter children participate more fully and making better educational use of some daily routines. Those qualifications matter alongside the grade.

Based on Burdon Terrace in Newcastle Upon Tyne, NE2 3AE, the nursery accepts children aged 2 to 60 months and has 108 places in total. Full-time care, morning attendance and afternoon attendance feature in its enquiry options, giving families different ways to organise nursery around their week.

Learning and Activities

The early years foundation stage sets the requirements for children's learning, development and care, so education here includes play, communication and everyday experiences rather than being confined to formal activities. In October 2024, staff planned learning intentions around children's development and used these to identify where further activities were needed.

Storytelling had a practical role that month. Older children were encouraged to anticipate what might happen and recount stories, while younger children shared books close to staff. That gives books different uses as children develop: shared attention for younger children, then opportunities to explain ideas and remember a sequence.

Conversation also accompanied focused activities in October 2024. Staff asked questions, demonstrated language and talked through what children were doing. Paint mixing and discussions about pumpkins supplied concrete subjects for those exchanges. For parents, the useful detail is the connection between handling something and finding words to describe it.

Outdoor and Community Life

The garden's balancing beams were part of children's exploration in October 2024, with staff responding to older children's interest in how they moved. Babies explored their surroundings with practitioners nearby to encourage them. These examples show different stages of exploration, rather than one activity being applied to every age.

Choice was a substantial part of the nursery day at that time. Children could select experiences and decide how to participate, but quieter children did not consistently receive enough encouragement to join in. A busy room and plenty to do are only part of the picture; the adult's role in bringing each child into an experience matters too.

Relationships and Communication

In October 2024, children turned to practitioners for help and comfort, and staff used cuddles when children were upset. Nappy changes included songs and conversation. This makes a routine care task an opportunity for personal interaction, rather than simply a pause between activities.

Communication with families began with gathering information about the child in October 2024. Parents received updates about development and ideas for continuing learning at home; topic-related activity bags included support around a new baby's arrival. That is a concrete connection between nursery learning and family life.

Inclusion and Wellbeing

At the October 2024 inspection, Ofsted found that children with special educational needs and/or disabilities received effective help from their key worker and designated leaders, with external professionals contributing strategies where needed. The current team includes a SENCO role, giving additional-needs coordination an identified place within the staff structure.

During October 2024, practitioners explained the reasons behind behaviour expectations and helped children understand how their actions affected others. Older children showed consideration and shared with their peers. The practical emphasis was on explaining behaviour, as well as setting rules.

Sessions and Attendance

Opening hours are 7.30am to 6pm, Monday to Friday, with year-round operation and bank-holiday closures. Morning and afternoon attendance can be requested for weekdays, alongside full-time childcare. The opening window and the chosen attendance pattern should be treated separately when planning a working week.

The address is Burdon Terrace, Jesmond, Newcastle Upon Tyne, NE2 3AE. Families can use the nursery's contact form or speak to the enrolments team on 0330 333 8133. A separate booking form allows a visit date and time to be selected.

Funding and Paid Extras

Government-funded childcare is offered. The enquiry form distinguishes 30 Hours working families funding, 15 Hours universal funding for children aged 3 and 4, and 15 hours for 2-year-olds receiving support, with eligibility treated separately from the childcare request. Current prices come in the nursery's written quotation.

• Quieter children. In October 2024, some less confident children needed more encouragement to participate. Families whose child tends to watch before joining should give this finding weight when assessing the nursery's approach.
• Learning during routines. Snack and meal organisation did not consistently make the most of learning opportunities in October 2024. This is a specific limitation to balance against the stronger examples of storytelling and focused conversation.
• Your funded booking. Full-time, morning and afternoon attendance are enquiry options, and several funding categories appear on the form. At a visit, how would your chosen pattern use funded hours, and what would the written quotation include for meals and consumables?

Kids 1st Jesmond suits families considering full-time attendance or shorter morning and afternoon patterns, especially those who value books, conversation and opportunities for physical exploration. Its October 2024 inspection provides a positive overall judgement, with concrete reservations about participation and routines. For a quieter child, the quality of adult encouragement deserves as much attention as the activities themselves.