Early Steps Daycare

Inspection of Early Steps Daycare 47 Hobsons Place, Woodseer Street, London E1 5HH

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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

Leadership and management are weak. This results in significant weaknesses in the overall quality of the provision. Leaders do not fully understand their roles and responsibilities. For example, they do not understand their role in ensuring that staff remain suitable to work with children. Leaders do not implement clear and consistent policies and procedures, such as managing children's allergies effectively. Children's safety is compromised, and they do not benefit from quality learning experiences.

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The provision is inadequate

Leaders have failed to implement an ambitious curriculum. Leaders and staff demonstrate a poor understanding of how young children learn. For instance, when staff teach children to count objects, they do not give them any hands-on objects to enable them to practise this skill. Weaknesses in the key-person system mean that staff do not know children well enough. Activities are poorly planned and do not meet children's interests or needs. As such, children are not motivated to engage and there is a lack of purposeful play. Children do not make enough progress in their learning.

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The provision is inadequate

Staff's expectations for children's behaviour are not high enough. They do not deliver secure routines and fail to communicate changes in routine with children. For example, children are suddenly picked up from behind and placed on a mat for circle time. This is confusing for children and does not support them to feel settled and secure. Staff have no shared strategies to ensure that children understand what is expected of them. Children's behaviour is not good. They fail to thrive and are not well prepared for their next stage of learning.

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need to do better?

n Leaders are aware of weaknesses in the setting but have failed to take effective action to improve. They do not demonstrate a secure understanding of statutory requirements. For example, they have failed to share important information with Ofsted. Leaders demonstrate a poor understanding of their roles and responsibilities. For instance, they are unaware of their responsibility to ensure that staff remain suitable for their roles. These failings compromise children's safety and well-being. n Leaders and staff do not manage children's allergies effectively. For example, some children bring meals in from home and staff do not know what ingredients these contain. Despite this, children sit together and sometimes eat food off each other's plates. Staff have no secure strategies in place to supervise children with allergies. n Leaders have a poor understanding of how to design and implement a meaningful curriculum. Staff do not consistently monitor children's progress. As

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need to do better?

22 September 2025 such, they do not accurately identify children's next steps of development or gaps in their learning. This means their planning lacks intent and children do not make good progress. n Staff put resources out for children to choose from, but activities lack imagination and do not reflect children's interests. As such, they fail to interest and motivate children. The outdoor areas are poorly set up and provide limited opportunities for children to learn through play. This environment does not support children to develop positive attitudes to their learning. n Leaders and staff have a poor understanding of what children should be able to do and when. As such, their expectations of children are too low. For example, they fail to identify children that are not at the typical level in their communication and language skills, and do not give this the priority it requires. Staff are not skilled at modelling language or engaging children in activities rich

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need to do better?

in language. As such, children do not make enough progress in their language development. n Staff do not have high expectations of what young children are able to do for themselves. For example, during mealtimes, older children are allowed to use their fingers to eat simple foods and are sometimes fed by adults. This does not support children to develop their independence skills in readiness for school. n Staff do not share high enough expectations of what children with special educational needs and/or disabilities (SEND) can achieve. Leaders do not secure support quickly enough for these children, and there are limited strategies in place to meet their needs. Staff do not include or support children with SEND effectively. n Staff do not work together to deliver secure routines. For example, children are served lunch whenever it is ready, rather than at a set time each day. Staff have no strategies in place to communicate changes in routine with children. This

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need to do better?

makes the setting feel unpredictable for children. This particularly impacts on younger children and those with SEND, as they are often unsettled and upset. n The key-person system is not secure. For example, children new to the setting have not been assigned a key person and staff do not have enough information about them. As such, they do not settle into the setting quickly and do not always have their needs met. However, some staff interact warmly with children and offer comfort and reassurance when children are upset. n Staff do not support children effectively to learn boundaries. For example, there are no embedded rules or strategies that staff can use to support children when they struggle to take turns. Staff say 'stop that' or 'no thank you' but are not clear about what children have done wrong or how they can improve. This means that children do not know what is expected of them and do not always

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need to do better?

make positive behaviour choices. n Staff provide parents and carers with daily updates and photos. Parents find the communication reassuring and comment on the approachable and friendly staff. However, staff do not ensure that their concerns about children's development are shared effectively with parents. This does not support a shared approach towards supporting children and meeting their needs.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure that leaders receive effective support, coaching and training to fully understand their roles and responsibilities 06/10/2025

p.4

Due date

make sure that procedures are in place to monitor the continued suitability of all adults working on the premises 06/10/2025

p.4

Due date

ensure that children with allergies are not at risk of being exposed to their allergen/s 06/10/2025

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Due date

develop a curriculum that is ambitious for all children, and ensure that staff understand how to monitor children's progress and identify appropriate next steps in their learning and development 06/10/2025

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Due date

ensure that staff understand how to plan for engaging and meaningful activities and learning experiences that build upon what children already know and can do 06/10/2025

p.4

Due date

provide staff with professional development opportunities to improve their understanding of how young children learn, particularly to support children's communication and language skills 06/10/2025

p.4

Due date

22 September 2025 provide opportunities for children to develop their independence skills, particularly during key routines, such as mealtimes 06/10/2025

p.4

Due date

ensure that arrangements are in place to include children with SEND and support them to make good or better progress from their individual starting points 06/10/2025

p.5

Due date

embed secure and predictable routines and ensure that these are communicated effectively with children 06/10/2025

p.5

Due date

strengthen the key-person system to ensure that learning and care is tailored to meet individual needs, and to support children to feel settled and secure 06/10/2025

p.5

Due date

make sure that staff share the same expectations of children's behaviour and communicate these consistently with children 06/10/2025

p.5

Due date

ensure that parents receive timely information about their children's learning and development, including any concerns. 06/10/2025

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Setting details

Unique reference number 2743769 Local authority Tower Hamlets Inspection number 10418150 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 32 Number of children on roll 25 Name of registered person Early Steps LTD

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reference number

Telephone number 07528231571 Date of previous inspection Not applicable

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Information about this early years setting

Early Steps Daycare registered in 2023. It is located in Whitechapel, in the London Borough of Tower Hamlets. It provides childcare all year round, from 8am to 6pm, Monday to Friday. There are eight members of staff, including the manager. Of these, two staff hold relevant childcare qualifications at level 6 and a further three staff hold qualifications at level 2 or 3. The provider offers government funded childcare places.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector viewed the provision and assessed the safety and suitability of the premises. n The manager talked to the inspector about their curriculum and what they want children to learn. 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 on children's learning. n The inspector observed the interactions between staff and children. n The manager and the inspector carried out a joint observation during lunchtime. 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 setting.

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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

22 September 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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