First Little Steps Day Nursery Ltd

First Little Steps Day Nursery Ltd
Unique reference number (URN): 2661540
Address: 379 London Road, Mitcham, CR4 4BF
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/12/2021
Registers: EYR
Registered person: First Little Steps Day Nursery Ltd
Inspection report: 9 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Exceptional
Strong standard
Inclusion Exceptional
Leaders have a consistent exemplary attitude to providing innovative education and care for
children who face barriers to their learning. The nursery supports a very high proportion of
children with special educational needs and/or disabilities and those who face other barriers
to their learning. Their approach to sustaining an inclusive culture that celebrates every
child's uniqueness is inspirational. Leaders and staff quickly identify when children require
additional support to progress their development and improve wellbeing. Leaders'
meticulous oversight of children's progress and individual circumstances ensures that
children in their care benefit from a transformational impact. Support plans outline the
specific targets, provision and resources that enable children to access the full curriculum.
This ensures that children make sustained progress across the different areas of learning.
Leaders work tirelessly as advocates for children. For example, they guide parents and
carers through the school transition process, ensuring that children receive the bespoke
care they are entitled to. They offer nursery times that are flexible and adaptable to ensure
that all children have the opportunity to attend. Leaders share their good practice with
parents and professionals within the local community, which has a wide-reaching and
sustained impact. Parents are involved at every step of the way, which ensures continuity for
children. Leaders take time to get to know children and their families incredibly well. Parents
are wholeheartedly positive about the setting.
Children who face barriers to their learning receive prompt targeted support that helps them
to progress in communication and language. All staff completed British sign language
training, which ensures that all children's voices can be heard. The use of additional funding
that children receive is used insightfully to support children's precise needs. This includes
providing children with weekly sensory and physical support delivered by purposely trained
staff. As a result, these timely interventions help children make rapid progress to catch up to
their peers and prepare them for their next stages of learning. Leaders have extensive
knowledge of the community's needs and the barriers children face when they start at the
setting. As a result, they ensure that children have access to a wide range of experiences to
enrich their daily lives.
Children's welfare and wellbeing Strong standard
Staff teach children the importance of staying safe. For example, they remind children to
take care when walking down the stairs and explain the importance of cutting food into
smaller pieces to reduce the risk of choking. This supports children to learn personal safety.
Staff are extremely respectful and sensitive to children's personal needs during care
routines. They ask children if they may change their nappy, and staff ensure children's
privacy and dignity at this time. Leaders have recently joined the supervised tooth brushing
program to support children to build long-term healthy teeth habits. Staff understand the

Expected standard
importance of teaching children how to keep physically healthy. A nutritious diet is provided,
and children benefit from daily outdoor play, with lots of opportunity to balance, run and
climb.
Leaders and staff have a comprehensive understanding of the families they support. They
are highly responsive to the varying needs and changing circumstances of individual
children and families. The guidance and support they offer has a positive impact on
children's wellbeing and welfare. Staff talk to children about how they are feeling and why.
Staff use the sensory room to support effectively children who may need extra support to
learn to regulate their emotions. Mealtimes are calm and well organised. They promote
social skills and manners. Sleep routines are adjusted to meet the needs of individual
children. Babies feel comfortable and cosy at sleep time, which supports their comfort, and
they are well supervised throughout.
Leadership and governance Strong standard
Leaders and staff have developed meaningful and supportive relationships with parents and
carers. Parents appreciate the personalised support and guidance they are offered. They
say that leaders go above and beyond to support their children to thrive. Parents value the
coffee mornings organised by leaders for parents, with local charities supporting parents of
children with special educational needs and/or disabilities (SEND). Leaders consistently
take decisive action to support all children. Partnership working with a range of external
professionals has helped children in their care receive invaluable and timely support.
Funding is used efficiently to ensure the best possible outcomes for children. Leaders have
established a staffed sensory base to support children with SEND. This ensures that
children's individual needs are consistently met effectively. The sustained commitment for
providing all children an inclusive place to flourish in the early years is supported by
knowledgeable and passionate staff.
Leaders ensure that staff are extremely well trained. They provide coaching and mentoring
to support staff to carry out specialist interventions. Leaders have a precise overview of their
strengths and areas for development within the nursery. They set clear targets for
improvement with timely action plans. Leaders are highly reflective and open to evolving
their approach to supporting children and making continuous improvements. Supervisions
and staff meetings enable staff to improve their practice and consider priorities for further
training. Staff say they feel well supported by leaders. Staff are encouraged and supported
to take on additional training to support their ongoing knowledge and skills. For example,
staff taking on leadership roles are supported to complete further qualifications.
Achievement Expected standard
Children generally achieve well. They settle quickly and are confident and secure in the
setting. Children with special educational needs and/or disabilities (SEND) and those who
face other barriers to their learning are consistently included. This means they make

exceptional progress from their starting points and receive the necessary support to reach
individual milestones effectively.
Children develop their thinking and problem-solving skills through chosen activities, where
they explore ideas and collaborate with others. Older children demonstrate their creativity
and develop self-esteem. They enjoy taking turns performing on an outdoor stage to staff
and friends. All children develop independence. Children know the rules and routines,
including expectations of the setting, very well. For example, children wash their hands, pour
their own water and scrape their plates after mealtimes. Children are confident
communicators. They proudly share their understanding of life cycles with visitors. Children
with SEND and those who face other barriers to their learning are supported with sign
language to express their wants and needs. Babies join in with movement from well-known
songs and nursery rhymes. They use the small muscles in their fingers to pick up cornflakes
to feed dinosaurs and smile up at staff to receive praise as they succeed. This means all
children are typically prepared for their next stage in learning.
Behaviour, attitudes and establishing routines Expected standard
Children, including those with special educational needs and/or disabilities, are polite and
friendly and behave well throughout the nursery. Staff adapt their practice to enable all
children to engage in meaningful play experiences. They are role models for children and
remind them of manners throughout the day. Staff teach children about respect and how to
care for others. They know all children very well. Children enjoy learning activities, as they
are closely matched to their personal interests. Key persons have developed nurturing
relationships with the children in their care. Staff give genuine praise to children. They lean
in to listen and get down to children's level.
In pre-school, during some large-group activities such as tidy-up and circle time, staff do not
consistently reinforce their expectations. Some children are disengaged and choose not to
take part. As a result, some children are not included in the purposeful learning. This does
not support children consistently to sustain attention during group times. In contrast, children
with additional needs are supported extremely well through effective strategies. This
includes the use of visual cues and signs to help them understand expectations and routines
throughout the day.
Curriculum and teaching Expected standard
Leaders have designed an exciting and ambitious curriculum with a wide range of learning
experiences. This broadens children's understanding of the world. For example, children
enthusiastically count the visiting duck eggs and eagerly await the hatching of ducklings.
Staff assess what children know regularly and use this in partnership with parents and
carers to plan next steps. They carefully consider children with special educational needs
and/or disabilities and successfully engage them in the curriculum. For example, they
consistently implement teaching strategies suggested by external professionals.
Staff do not consistently recognise opportunities to extend children's learning. While
activities are well planned to support children's development, staff are not always confident
in adapting and building on these experiences to deepen children's knowledge and skills.
Leaders have an accurate understanding of the quality of the curriculum and teaching

across the setting. They have identified this area for development and have implemented a
clear action plan to strengthen staff practice, ensuring that children benefit from consistently
high-quality learning experiences. Staff support communication and language understanding
well. For example, staff use sign language to support understanding and promote inclusion.
Children show a delightful interest in books and are developing a love of reading. Children
enjoy singing along with songs, supporting their listening and attention skills. Social and
emotional development is prioritised, so children feel comfortable to engage in learning.
Staff role model mathematical language throughout the day.
What it's like to be a child at this setting
Children thrive at this entirely inclusive setting. Leaders are passionate about providing the
best possible outcomes for all children, particularly for those children who face barriers to
their learning, such as those with special educational needs and/or disabilities (SEND).
Children with SEND make rapid progress in their development. They swiftly become
confident in expressing themselves and demonstrate growing confidence and
independence. Staff use sign language to engage children with barriers to learning in
communication to ensure that their voice is heard.
Children are well supported by staff, who know them well. Staff are highly responsive to
children's individual needs and family circumstances and provide exceptional support and
guidance to families. Leaders and staff plan a range of opportunities to support children's
learning across the whole curriculum. For example, they arrange visiting pony days and trips
into the local community and host a children's fashion show to celebrate children's
individuality. As a result, children are happy and ready to learn. Children concentrate during
tasks. Staff praise their efforts accordingly, supporting a sense of pride and achievement.
Staff are caring and responsive. For instance, they recognise when children need
reassurance and are quick to offer a cuddle. Leaders strengthened their settling-in
procedures to ensure that children quickly form secure relationships and have a clear sense
of belonging. They talk to parents and carers to encourage consistent attendance. Leaders
take effective action to understand any barriers to attendance. They work with families so
that children benefit from the stability the setting provides.
Staff closely observe babies in their play to identify patterns and learning preferences. They
use this information to provide a wide range of educational activities that engage and excite
them. This contributes to babies' positive wellbeing and involvement. Older children are
encouraged to be independent. They have lots of opportunity to choose their play and to
take responsibilities. This helps to promote positive attitudes to learning and encourages
independence. For example, children explore sensory experiences. They engage in

Inspector:
Frankie Holliday
About this setting
Unique reference number (URN): 2661540
Address:
379 London Road
Mitcham
CR4 4BF
Type: Childcare on non-domestic premises
Registration date: 20/12/2021
Registered person: First Little Steps Day Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
imaginative role play with friends with confidence and wait their turn patiently in board
games.
Next steps
Leaders should support staff to review the organisation of group activities in the pre-
school room to engage all children more consistently.
Leaders should support staff confidence to use all opportunities to engage children in
conversation to deepen children's knowledge and skills.
About this inspection
The inspector spoke with staff, leaders, parents and children.
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.

Local authority: Merton
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
80
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

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