Early Steps Nursery School

Inspection of Early Steps Nursery School 483 Didsbury Road, Stockport, Cheshire SK4 3AY

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Although they are safe, not all children at the nursery enjoy or benefit from quality learning experiences that are tailored to their needs. Weaknesses in leadership and management have led to poor outcomes for children. Not all children have a happy start to their education.

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The provision is inadequate

Children with special educational needs and/or disabilities (SEND) are not always helped to engage with the curriculum. At times, children lack direction and spend large periods of time with no interaction from adults, engaging in no form of meaningful activity. Furthermore, whole-group activities are not tailored to meet the needs of all children, particularly the youngest members of the group. Routines are not firmly embedded in order to support children's positive behaviour or personal development. Children do not always follow instructions and frequently show a lack of respect for the resources provided. Expectations of children's behaviour are not high.

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The provision is inadequate

Despite this, many children have positive relationships with staff. They are offered comfort when they feel tired or sad. Some children engage with activities provided and are supported by staff to do so. For example, children practise writing the letters of their names and listen to stories. This helps them to make some progress. Children play outdoors daily. They are supported to take manageable risks as they are encouraged to use a climbing frame.

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The provision is inadequate

Children are given opportunities to learn about the wider world. They grow their own fruit and vegetables. Children are visited by police officers, which helps them to learn about people who help others. They take part in mini tennis sessions which help to promote their physical development. Children complete a self-registration when they arrive. This helps to promote their independence and they begin to recognise their names.

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need to do better?

n Provision for children with SEND is poor. The manager, who is also the special educational needs and/or disabilities coordinator (SENDCo), does not have enough knowledge about children with SEND. This means she is unable to provide a purposeful curriculum for them. Strategies that are available, such as a visual timetable, are often not utilised. This leads to children feeling distressed as they struggle with transitions. Furthermore, the SENDCo is unaware of what strategies should be in place for some children. Children with SEND do not make adequate progress. n Some activities support children's learning and at times children engage with staff and activities on offer. For example, they play with dough and in the home

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need to do better?

5 July 2022 corner. However, staff do not always plan activities to meet children's individual needs. For example, children are not always challenged in their learning, particularly the most able. These children are not stimulated by the activities on offer, which means they do not make the progress that they are capable of. n Staff do not communicate clear boundaries and fail to help children understand what is expected of them. For example, children repeatedly throw toys on the floor, which is left unchallenged by staff. Strategies in place to help children support smooth transitions within the routine are not effective. For instance, staff use a sand timer to indicate the start of tidy up time, but fail to ensure children understand that the timer has been started, resulting in children continuing with play rather than helping. n Staff do not have appropriate expectations of children. Whole-group activities

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need to do better?

are not engaging for all. Some children are not yet able to sit and focus in a large group. For example, in circle time, a voting activity is too complex for younger children to understand. They become distracted and lose interest in the activity. These children miss out on any learning. n Children who speak English as an additional language do not receive opportunities to develop and use their home language. Although staff support children to learn English, they are not always aware of what other languages children speak. This means they are unable to put in place any support. This hinders continuity in learning between the nursery and home. n Due to recent focus on ensuring ratio requirements are met within the nursery, there has been less focus on supporting staff development. This has contributed to weaknesses in teaching and learning. The manager is keen to place more focus upon staff training and to conduct supervisions of staff more regularly.

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need to do better?

n The nursery has good communication with schools that children move to. For example, teachers visit the nursery to meet children. This helps children to become familiar with their new teacher before they take the next steps in their education. n Children learn about other cultures and their celebrations. For example, children make Eid cards and learn about Islamic art. The diverse cohort at the nursery is celebrated and the daily menu reflects many different cultures. This helps children to feel welcome and accepted in their nursery community. n Mathematics is well embedded in the curriculum. For example, children roll a ball to knock skittles down. They recognise the numbers on the skittles and are encouraged to make marks to represent numbers. This supports children's mathematical knowledge and skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The nursery provides a safe and secure environment for children. Parents sign children in and out of the nursery, which helps staff to account for children at all times. Staff have good knowledge of different types of abuse and what signs they are alert to. They know how to report any concerns that they have. Staff attend training to keep their safeguarding knowledge up to date. This helps them to

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Safeguarding

5 July 2022 remain vigilant at all times. Staff regularly assess risks in the environment to help keep children safe and minimise risks where possible.

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Due date

ensure children with SEND receive adequate support to allow them to access purposefully planned high quality learning experiences 29/07/2022

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Due date

implement an ambitious curriculum that provides challenge to all children, particularly the most able, and engages children in their learning so that they make good progress 29/07/2022

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Due date

set high expectations of children's behaviour and manage it consistently so that children understand what is expected of them at all times 29/07/2022

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Due date

support staff to review whole-group activities so that they meet the needs of all children, particularly the youngest 29/07/2022

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Due date

ensure staff know what other languages children speak and provide opportunities for children to use and develop their home language 29/07/2022

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Due date

ensure staff are monitored through regular supervisions, to ensure staff practice is of a high standard 29/07/2022

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Due date

provide appropriate training for staff in order to enhance the quality of teaching and learning. 29/07/2022

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Setting details

Unique reference number EY561932 Local authority Stockport Inspection number 10191351 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 30 Number of children on roll 38 Name of registered person Early Steps Nursery School Ltd

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reference number

Telephone number 07813635167 Date of previous inspection Not applicable

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Information about this early years setting

Early Steps Nursery School registered in 2018 and is situated in Stockport. It operates Monday to Friday from 8am to 6pm all year round. The nursery employs 12 members of childcare staff. Of these, one holds an appropriate early years qualification at level 6, and six hold level 3. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the nursery received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the nursery and has taken that into account in their evaluation of the nursery. n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The SENDCo spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the manager. n Parents shared their views of the nursery with the inspector. n The manager provided the inspector with a sample of key documentation.

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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

5 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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