Big Steps Childcare Limited

Big Steps Childcare Limited St Sebastian's Community Centre, 1 Douglas Green, Salford, M6 6ES

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Inspection date

Previous inspection date 12 February 2018 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The enthusiastic and proactive leadership team is committed to driving forward with improvements. They are focused on raising outcomes for children and families. Leaders and staff have worked hard overall to achieve a good standard since registration.  Staff are kind and friendly. They communicate positively with children and develop strong bonds with them. Even new children arrive happy and settle quickly. Children receive care and support which is tailored to their individual needs. This helps them to feel secure and develop good levels of confidence and self-esteem.  Parents are extremely complimentary about the good-quality of care and education that children receive. Staff value and encourage parental involvement in children's learning. They use effective methods to help parents support children's development at home.  Overall, the quality of teaching is good. Well-qualified staff regularly observe and

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This provision is good

document children's achievements. Staff use this information to plan stimulating and challenging activities based on children's individual interests and learning needs. This contributes towards their good progress from their starting points.  Staff have partnerships with local schools that help children transition on to school well.

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It is not yet outstanding because:

 Staff do not provide consistent opportunities for children who speak English as an additional language, to hear and use their home languages to further promote their communication skills.  Self-evaluation does not yet include the views of staff, parents and children, to contribute further towards improving the provision.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 provide more opportunities for children who speak English as an additional language to hear and use their home languages in their play  enhance self-evaluation to include the views of staff, parents and children.

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Inspection activities

 The inspector toured all areas of the setting. She observed the quality of teaching and assessed the impact this has on children's learning.  The inspector held ongoing discussions, held a meeting with the providers and carried out an evaluation of teaching with the provider/manager.  The inspector spoke to staff and children at appropriate times during the inspection.  The inspector looked at relevant documentation, such as policies and procedures, children's records. She reviewed self-evaluation and checked evidence of the suitability of staff.  The inspector took account of the views of parents through discussions and written feedback obtained prior to inspection.

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Effectiveness of the leadership and management is good

Leaders and staff monitor the progress of individuals and groups of children. Any gaps in children's development are acted on swiftly. Staff are supported well in their professional development. For example, they have regular supervision and support from leaders, who provide opportunities for staff to share their expertise with each other. Training, team meetings and regular discussions are used well to keep staff updated with changes to legislation and policy, and to improve practice. Safeguarding is effective. Staff are very aware of child protection procedures. Leaders ensure that all staff know what steps to take should they have a concern. This helps to promote children's welfare and safety.

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Quality of teaching, learning and assessment is good

Children have fun learning indoors and outdoors. For example, children delight in making foot prints in snow. Staff cleverly extend the activity. They strategically place footprint cards on the ground and encourage children to step on them. This helps children to increase their balance and coordination skills. Staff teach children to recognise numbers on dice and bottles. Children place the equivalent number of sparkly spheres into each bottle and use mathematical language, such as 'more', 'less', 'big' and 'little'. Children have good opportunities to use their imaginations. For example, they dress up as astronauts and engage in lively pretend play in a space station. Children use new language, such as 'star' and 'planet' and repeat phrases, such as 'blast off' as they play. Older girls use their strong social skills and invite staff to join in with their play. Children delight in caring for staff using toys from a doctor's kit. Younger boys nimbly handle dough. They enjoy

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Quality of teaching, learning and assessment is good

making shapes of snowmen using dough tools and cutters.

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Personal development, behaviour and welfare are good

Staff provide accessible, good-quality toys and equipment. This helps children who are non-verbal to make choices about their play. Children behave well. Staff are calm and positive. One way that staff reward children's good behaviour is by letting them choose a sticker. Children develop strong levels of independence. They quickly learn to follow routines. For example, they line up and wash their hands before selecting a plate and cup at snack time. The setting is a hub within the local community. Staff help parents to access facilities in the children's centre. They share a wealth of information with parents to help children lead healthy lifestyles. For example, parents are encouraged to bring children to walking activities which contribute towards their health and well-being.

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Outcomes for children are good

All children, including those who have special educational needs and/or disabilities, are enthusiastic learners. They acquire many skills in preparation for future learning and the move on to school. Children develop good reading skills. For example, they take home books to share with parents. They listen with anticipation to stories and understand that print carries meaning. Children enjoy printing with stamps and draw pictures using various mark-making tools. This contributes towards their early writing skills.

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Setting details

Unique reference number EY492799 Local authority Salford Inspection number 1030623 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 3 Total number of places 28 Number of children on roll 28 Name of registered person Big Steps Childcare Limited

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reference number

Date of previous inspection Not applicable Telephone number 01617371266

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reference number

Big Steps Childcare Limited re-registered in 2015. The setting provides sessions from 9am until midday and from midday until 3pm, during term time only. There are six members of staff. Of these, one holds a recognised early years qualification at level 5, four hold recognised early years qualifications at level 3 and one holds a recognised early years qualification at level 2. The setting provides funded early education for two-, three- and four-year-old children.

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reference number

This inspection was carried out by Ofsted 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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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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