First Steps Pre-School

Inspection of First Steps Pre-School 21 Biscot Road, LUTON LU3 1AH

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children come in happily to this pre-school, clearly recognising that they are valued as individuals. They are becoming confident, independent learners and respond to the positive example and high expectations of staff. Children work cooperatively. For example, they join magnetic construction pieces to make a tall tower, remembering the Great Wall of China they recently talked about. Children are kind and often help their friends, for example in finding the correct card when playing a game. Children put their work on the display boards, showing pride in their achievements. They gain a good knowledge of how to keep themselves safe and healthy. Ongoing discussions help them to learn about good oral hygiene.

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The provision is good

Children are building a good understanding of their emotions. Staff support them in relating these to everyday life. For example, children release butterflies and relate this to themselves leaving the nursery. When some of the butterflies come back, they link this to perhaps feeling that they want to come back to nursery. They go on to talk about how much they have grown and can move on to more learning in school. Staff have a sensitive understanding of the possible effects of the COVID- 19 lockdowns. They provide additional support for children to aid them in developing skills in communication, enjoying books and writing.

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need to do better?

n The manager and senior staff have worked hard to raise the quality of teaching since the last inspection. All staff are clear about the setting's curriculum and what children need to learn next. They plan interesting activities that link to children's interests and help them take the next steps in their learning. Staff receive frequent supervision sessions and report that they feel very well supported. n The manager monitors children's progress well, helping to ensure that all children make good progress. She uses additional funding well to provide resources and opportunities that support children in gaining the skills and knowledge to support their future learning. n Children learn new skills, such as how to use scissors. Staff make sure children have time to practise these skills. For example, children collect leaves and twigs and use scissors to cut the leaves, noting that this is different from cutting

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need to do better?

paper. n Staff recognise the importance of helping children to develop their communication skills. They quickly recognise any delay in speech and offer support. Staff talk clearly and make good use of pictures, prompts and singing to reinforce language skills. For instance, children learning a new song look at pictures and learn words such as 'violin' and 'saxophone'. This support particularly helps children who speak English as an additional language.

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need to do better?

12 July 2022 n Children with special educational needs and/or disabilities receive pertinent support. Staff adapt routines and the environment in response to children's needs. They work very well with other professionals, helping to ensure that children make good progress. n Staff build good relationships with parents. For instance, they organise events that parents can attend, helping them to feel part of their children's learning. Parents speak highly of the setting and praise staff for their caring approach. Parents particularly highlight how confident their children have become. n Staff note children's interests and use these to extend children's learning. Children interested in transport use tally charts to record the different vehicles passing the setting, helping to develop their evolving mathematical knowledge. Staff use children's interest in holidays to initiate discussions about different countries, helping children to appreciate different cultures and ways of life.

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need to do better?

n Children develop a love of books. They talk confidently about a favourite book and act this out, politely asking their friends 'would you like more tea?'. n Children enjoy participating in activities, and staff generally adapt these well to suit each child's needs. However, on occasion, staff answer questions for children and solve problems for them, rather than encouraging them to do this themselves and extend their critical thinking skills. n Children enjoy outdoor play. For example, they join in energetically with action rhymes in the garden. However, staff do not consistently offer as many outdoor opportunities to fully build on the development of children who prefer to learn in an outdoor environment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff demonstrate a very clear understanding of safeguarding and their role in ensuring that children's welfare is consistently promoted. They understand how to recognise possible concerns in a child's life. They complete regular training so that they understand the most recent procedures for reporting concerns to the relevant professional. Staff understand safeguarding issues, such as the dangers associated with exposure to extreme views and the possible risks relating to use of the internet. They take appropriate action to protect children's welfare at all times.

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should:

n support staff in extending the opportunities that aid children in exploring further and developing their skills in thinking critically and solving problems n enhance the use of outdoor areas to offer children who prefer to learn outside further play and learning opportunities.

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Setting details

Unique reference number EY440284 Local authority Luton Inspection number 10209054 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care

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inspection

Total number of places 69 Number of children on roll 79 Name of registered person First Steps Learning Limited

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reference number

Telephone number 01582733030 Date of previous inspection 16 September 2021

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Information about this early years setting

First Steps Pre-School registered in 2011. The pre-school employs 11 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 3 or above, including one with early years professional status. The pre-school opens from Monday to Friday, during term time only. Sessions are from 9am until midday and from 12.45pm to 3.45pm, with the option of a lunch club from midday to 12.45pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked about their curriculum and what they want their children to learn. n The inspector observed staff's interactions with children during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector completed a joint observation with the manager. n Meetings were held between the inspector, the manager (who is also the nominated individual) and the setting's administrator. The inspector looked at relevant documentation and saw evidence of the suitability of staff. n The inspector held discussions with staff, children and parents at appropriate times during the inspection and took account of their views.

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Inspection activities

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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Inspection activities

12 July 2022 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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