First Steps Day Nursery & Pre-School Limited

Inspection of First Steps Day Nursery & Pre-School Limited 1 Orrell Street, Bury, Lancashire BL8 1PB

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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 taught to be independent, and they gain confidence in this nursery. Staff build good relationships with children and get to know their needs and wishes. This helps children settle and engage in activities they are interested in. Children with special educational needs and/or disabilities (SEND) are supported from the start and are well integrated into their peer group. Staff know how to recognise and respond to gaps in children's learning and seek support swiftly. This helps children continue to make progress and keep up with their development.

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The provision is good

Staff help children manage their behaviour and emotions. Children are happy and kind to each other. Staff use a sensory room to help children and babies explore in a calm space. This helps children remain settled throughout the day and enjoy some quiet time if they need it. Babies are provided with low-level activities and spaces to practise their core strength and mobility skills. They babble and giggle as they explore their play room.

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The provision is good

Children enjoy books and songs from a young age. Staff use these resources to help children's communication skills and imagination from the start. Older children learn new words and concepts as staff teach them about volcanoes erupting, for example when they build volcanoes in the sand. Additionally, staff give children a range of opportunities to explore and practise their mark-making skills. They manipulate dough and use tools to paint and draw. Children remain engrossed when staff use enthusiasm and effective teaching skills.

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need to do better?

n Leaders have developed a broad curriculum that is ambitious for all children, particularly those with SEND. In the main, staff plan and support children to make progress and enjoy their play. However, sometimes, staff do not consider the curriculum or interact effectively with children to help focus their learning. This means that some children are not building on what they already know. n Children know the daily routine and what is coming up next, helping them feel secure. However, during transition times or mealtimes, staff do not consistently organise the routine to ensure all children remain settled and happy. This means that, occasionally, children, particularly younger children, become upset if their needs are not immediately met. n Leaders work consistently with external support agencies to provide the best interventions for children with SEND. They provide an inclusive nursery and adapt resources to suit the needs of all children when gaps in learning occur.

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need to do better?

This helps all children access a rich curriculum where they can thrive and prepare for their next stages in education, such as school. n Staff communicate with parents effectively, sharing updates on children's

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need to do better?

2 July 2025 development and well-being. Parents know what their children are learning and are offered ideas from staff to help continue this progress at home. Parents comment on the progress their children make and how they have built self- esteem while in nursery. n Leaders use funding to support the changing needs identified for children and monitor the impact this has. For example, additional toilet training facilities have been purchased to help support children and families with this skill. This has helped large numbers of toddlers to successfully transition from nappies to using the toilet independently. Furthermore, the outdoor area is a continual area of development to help those children who may not get the chance to play outside when they are not in nursery. n Children benefit from a range of healthy meals and snacks. They wash their own hands before eating and after using the bathroom. Children love climbing,

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need to do better?

running and riding bikes in the outdoor area. They use rakes and spades to dig and build houses in the gravel pit. Children have endless opportunities to develop their physical skills and remain active, supporting a healthy lifestyle. n Staff feel supported by leaders. They attend regular training, which helps update their knowledge, skills and confidence. Furthermore, leaders consider staff's health and welfare. They provide 'well-being' tools in the quiet room for staff to use as a safe space and reflect on their feelings. This helps staff remain positive and feel valued in the nursery team.

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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 strengthen staff's understanding of the intended curriculum so that they can consistently help focus and extend all children's learning n consider the organisation of daily routines and times of transition so children's individual needs are consistently supported, particularly for younger children.

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Setting details

Unique reference number EY486241 Local authority Bury Inspection number 10398120 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 146 Number of children on roll 101 Name of registered person First Steps Day Nursery & Pre-School Limited

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reference number

Telephone number 01617646752 Date of previous inspection 3 October 2019

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Information about this early years setting

First Steps Day Nursery & Pre-School Limited registered in 2015 and is one of five settings owned by the providers. The nursery is open from 7am to 6pm, Monday to Friday, all year round, except for bank holidays. It employs 27 members of childcare staff. Of these, the manager and one other member of staff hold an early years qualification at level 6, 10 staff hold an early years qualification at level 3 and eight hold level 2. The nursery provides funded early education for children over nine months old.

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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 The inspector observed the interactions between staff and the children. n Staff spoke to the inspector during the inspection, including about how they support children with SEND. n The manager and the inspector carried out a joint observation together during a mark-making activity. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

2 July 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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