First Steps Pre-school

Inspection of First Steps Pre-school Bradfield Road, CREWE CW1 3RB

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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 Good

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The provision is good

Children are happy, curious learners thanks to the tailored support and encouragement they receive from staff. The management team is committed to delivering a curriculum that meets the needs of every child. The setting cares for a high number of children with special educational needs and/or disabilities (SEND). The management team and staff have high expectations for every child. They are passionate about all children having the best start in life. This includes all children accessing a curriculum that is ambitious, supportive, individualised and successfully designed to promote their ongoing development. This helps all children to embrace a positive attitude to learning.

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The provision is good

Staff secure warm bonds with children. They use thoughtful praise to lift the self- esteem and confidence of children. Children thrive in this culture. They beam with pride as they show off their creations and achievements to staff. Staff use the embedded daily routine to help children prepare the skills that help them to succeed in later learning, such as in primary school. This looks different for every child, but what is uniform is the impressive progress all children make from their starting points. Staff model good behaviour to children during their care and social interactions. Children show respectful behaviour in turn to their peers and adults.

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need to do better?

n The provision for children with SEND is a real strength of this setting. The management team and staff have equally high expectations for every child. They consider what this means for each child on an individual basis and use this knowledge to tailor the curriculum. Staff understand that progression looks different for every child and celebrate all developmental steps children achieve. There is a culture of positivity and celebration, which helps to build children's resilience and gives them a great start in their learning journeys. n The management team recognises that not all children have the same experiences and opportunities outside of the setting. The team strives to provide children with chances to explore their own community, see new things and enjoy new activities. Children learn about the world around them as they take trips on buses, visit parks and interact with people in the community who help us. This

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need to do better?

helps to prepare children for a life in modern Britain and builds their social skills. n Children benefit from structured, group-based activities during their daily routine. Staff use their knowledge of children's development stages to form small groups and target specific areas of learning. This supports all children's progression. However, free-play times are less well organised. This means some quieter children have periods of time where they lack interest or struggle to engage with purposeful learning or peer interactions. Some children have minor squabbles with their friends, and others flit from activity to activity without

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need to do better?

11 February 2025 engaging. n Babies and toddlers smile and laugh when staff read stories and sing songs with them. Toddlers join in with the words they remember and use simple hand actions as they move to the beat. Babies cuddle close to staff and enjoy exploring the large soft-play equipment that supports their emerging physical development. Staff reciprocate the warm bonds with children, showing respect and care as they tend to their needs. Children appreciate this, as demonstrated by their high levels of security and happiness. n Older children show impressive imaginative skills. They cook pretend meals for staff and create a beautiful bejewelled pinecone for the inspector using the array of craft materials available to them. Children who are approaching primary school age are well prepared for this transition. They begin to recognise letters, take care of their own care needs and feel confident to make their own choices.

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need to do better?

n The management team members are focused on continuous improvement. They place importance on ongoing evaluation of their own setting. This means they quickly identify strengths and areas for improvement. The management team has a positive attitude to this process, acknowledging that there is always room for improvement. It supports staff well. Staff feel heard and appreciate the regular training that is available to them. This benefits children as staff implement their learning into practice, which further strengthens the curriculum and care they provide.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n organise free-play times more effectively so all children are supported to access learning and engage positively with their peers.

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Setting details

Unique reference number EY468608 Local authority Cheshire East Inspection number 10372103 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 38 Number of children on roll 63

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Name of registered person

Mr Edward Bell and Mrs Christine Elizabeth Bell

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reference number

Telephone number 07970184494 Date of previous inspection 2 April 2019

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Information about this early years setting

First Steps Pre-school registered in 2014. The pre-school employs 12 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 2 or above. The pre-school opens from Monday to Friday, during term time only. Sessions are from 8.45am until 3.30pm on Monday, Wednesday, Thursday and Friday, and from 8.45am until midday on Tuesdays. The setting provides government funded childcare.

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Inspection activities

n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation of an activity. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Parents shared their views of the setting with the inspector.

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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

11 February 2025 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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