First Steps Barley Croft

Inspection of First Steps Barley Croft Linney Road, Beaumont Leys, Leicester LE4 0UU

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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 and settle quickly at this inclusive and welcoming setting. Staff form strong bonds with children in their care. This is demonstrated, for example, by the way that children spontaneously hug staff as they leave the setting at the end of the session. Staff frequently praise children for their efforts and encourage them to 'have a go' at basic tasks. Children develop positive attitudes to their learning and confidently make choices in their play. All children make good progress in their learning, including those with special educational needs and/or disabilities (SEND).

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The provision is good

Staff make sure that children know what is expected of them. They regularly remind children about the routines of the day. For example, they use pictures and signing to indicate what will happen next. This helps children to move smoothly between, for example, free play and tidying up. Staff consistently support children to understand why they need to behave kindly to others. Staff are positive role models, who are caring, respectful and polite. Younger children use signs and symbols that staff provide to help them understand about their emotions and begin to self-regulate.

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The provision is good

The carefully structured curriculum is based around individual children's interests and needs. Children eagerly take part in a range of age-appropriate activities that stimulate all of their senses. Staff motivate them to explore materials and resources, asking questions, such as 'What will happen if?' For example, during water play, children experiment with different objects to discover which sink and which float, developing their early scientific thinking and problem-solving skills.

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need to do better?

n Leaders and managers provide extensive support for staff development and well- being. They use many different methods to help staff to thrive, including coaching, mentoring, training and effective supervision with set targets. As a result, staff feel valued, confident and well equipped to fulfil their roles. This leads to consistently high-quality teaching and interactions, which have a direct impact on children's progress. n Staff have a good understanding of the children's learning needs. They have a clear vision of what they want individual children to achieve and how to make this happen. However, on occasion, staff do not plan effectively to engage some older children fully, and hold their attention during larger group activities. This means that the children do not always have sustained concentration during activities to achieve the best possible outcomes. n Staff are attentive and supportive to children's needs as they play. They

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need to do better?

intervene skilfully to enhance learning opportunities. For instance, staff support older children to begin to understand about early mathematical concepts, such

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need to do better?

19 June 2025 as time. One example of this is when children recall the days of the week. Staff count with young children as they fill and empty bowls of coloured rice. n Partnerships with other professionals are strong, which helps them to address any identified gaps swiftly. All children make good progress, including children who speak English as an additional language and those with SEND. n Staff work well with parents overall, such as when they collect information about children's abilities at the start of their placement. However, the ongoing two-way exchange of information about children's learning and development is not always effective. This means that continuity of learning between the setting and home is not always fully embedded. n All children have regular opportunities to practise their large- and small-muscle skills and exercise in the fresh air. Staff deliver a well-thought-out physical development curriculum that helps to build on children's good physical skills.

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need to do better?

This includes when older children climb and balance on large equipment and run vigorously in open spaces while playing games, for example 'What's the time Mr Wolf?' Young children practise using tools, such as scissors and rolling pins to create dough models. n Staff help children to gain a love of books, as they read stories to them with animation and expression. Children enthusiastically join in with refrains and actions to illustrate the story of a bear hunt. They recite familiar songs and rhymes. This helps to promote children's early literacy skills. n Children learn about how to help keep themselves healthy and safe. Staff talk to them about healthy foods. They teach children about using sun cream and hats and not spending too long in the sun. Older children learn to take safe risks on climbing equipment. Staff promote children's understanding of oral health through a range of activities. For example, children brush sticky material off

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need to do better?

large sets of pretend teeth. Staff explain why this is important.

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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 support staff to plan and engage even more effectively with children for group activities n strengthen the two-way exchange of information with parents to ensure a consistent approach to children's care and learning development.

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Setting details

Unique reference number EY539583 Local authority Leicester Inspection number 10398050 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 40 Number of children on roll 64 Name of registered person First Steps Pre-School Limited

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reference number

Telephone number 07858761040 Date of previous inspection 1 October 2019

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Information about this early years setting

First Steps Barley Croft registered in 2016. The setting is located in Leicester and opens from Monday to Friday during term time only. Sessions are from 9am until 3pm. The setting employs 14 members of childcare staff. Of these, two hold an appropriate early years qualification at a level 5, eight at a level 3 and two at level 2. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children and parents spoke with the inspector at appropriate times during the inspection. n Staff spoke to the inspector about how they support children with SEND. n The manager and the inspector carried out a joint observation. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

19 June 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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