Our Lady's First Steps Pre-School

Our Lady's First Steps Pre-School
Unique reference number (URN): EY244150
Address: Clincton View, Widnes, Cheshire, WA8 8JN
Type: Childcare on non-domestic premises
Registered with Ofsted: 27/11/2002
Registers: EYR, CCR, VCR
Registered person: Our Lady's First Steps Pre-School Committee
Inspection report: 7 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Needs attention
Safeguarding standards not met
Leaders have not ensured that there is an open and positive culture around safeguarding,
that adequately protects children from harm. Leaders have failed to ensure that all staff
working at the nursery have been suitably vetted. Not all staff have a relevant Disclosure
and Barring Service check or references. This puts children at significant risk of being
exposed to unsuitable people. Ongoing suitability relating to health is not monitored, for
instance the impact of new staff medication is not considered when assessing if they remain
suitable for their role. Leaders have not ensured that all staff, including those with a lead role
for safeguarding, receive the training they need to fulfil their role. This puts children at risk.
Furthermore, leaders do not consider the importance of responding in a timely manner when
children are absent from nursery.
Leaders and staff are able to demonstrate an understanding of the signs and symptoms of
abuse. They know the procedures for referring concerns about children's welfare to the
designated safeguarding lead and to children's social care. Staff recognise what would be
concerning about staff behaviour and know how to follow the setting's whistleblowing
procedures. However, weaknesses in the overall safeguarding arrangements do not ensure
that children are adequately kept 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.
Behaviour, attitudes and establishing routines Needs attention
Although leaders know what they expect from children's behaviour, these are not always
implemented well enough. The curriculum for personal, social and emotional development is
unclear and, consequently, this creates mixed messages for children. For instance, not all
staff reinforce good manners for all children. Staff give instructions at tidy-up time but then
do not follow through when children do not listen. This does not help children to have a
sound understanding and a positive attitude to what is expected of them at nursery.
Leaders support all children to access their full entitlement to nursery, particularly those
children with special educational needs and/or disabilities (SEND). They use additional
funding, received to provide one-to-one support, to help children with SEND to attend the
nursery. This helps to provide consistency and routine for these children.
The key-person system is effective, and staff form strong relationships with children. Staff
are kind and nurturing towards children. They get to know them well and provide a warm

Urgent improvement
and inclusive environment. Staff recognise when children with SEND need some
adaptations to the routine and implement these effectively.
Inclusion Needs attention
There are inconsistencies in the procedures for supporting some children who are at risk of
falling behind. Although staff accurately identify concerns about children's development, at
times they are slow to respond. These concerns are not explicitly shared with parents at the
earliest opportunity, which means support strategies are delayed. This has a negative
impact on the learning of younger children.
Support for older children identified as having special educational needs and/or disabilities
(SEND) is effective. Leaders initiate referrals and work closely with outside agencies. They
use strategies, such as objects of reference and one-to-one intervention, to support
children's learning. Staff responsible for providing one-to-one care for children with SEND
get to know them well. They have a good insight into their individual needs and how they
learn. These staff attend targeted training in autism and sensory processing to develop their
knowledge and skills. Older children with SEND make some progress from their starting
points.
Achievement Urgent improvement
Children are not supported to develop age- and stage-appropriate skills and knowledge
across all areas of learning. Although children demonstrate some skills, such as riding a
bicycle, playing football and using climbing equipment, this is incidental learning and not by
design. Children spend a lot of time in free play, which lacks a focus on their next steps and,
as such, purposeful learning is limited. Key skills, such as using manners consistently, are
not embedded. This does not help children to make sufficient progress in preparation for
school.
Sometimes, older children enjoy taking part in story time. They chat about the content of the
book and answer questions posed to them. Some children are confident to share their
thoughts and ideas, demonstrating some recall and understanding. Older children enjoy
creative activities. They work together with their friends to create structures with cardboard
boxes. Sometimes, children engage well with activities of their own choosing. However, the
lack of ambitious curriculum does not ensure that children achieve well across all areas of
learning, nor are they prepared well for their next stage of learning.
Children's welfare and wellbeing Urgent improvement
Leaders do not establish policies and practices that support children's welfare and
wellbeing. Risk assessments are not well devised or implemented. Staff continue to put
children to sleep in pushchairs despite recent government guidelines indicating this is
unsafe. The procedures for moving children around the nursery are not effective. Children

are not sufficiently supervised when transitioning from the garden to the dining room. As
such, children are left unsupervised for a short period of time without staff noticing. This
compromises children's health and safety.
The procedures for keeping children safe at mealtimes are particularly weak and result in a
chaotic environment. Leaders do not ensure that children are in sight and hearing of staff
when they are eating. Several children sit with their backs to staff. This means staff may not
be able to respond to children when they experience silent choking and therefore puts
children at risk. Some children share cups and chew on their knives during mealtimes,
putting them at risk of injury and allergic reaction. Furthermore, despite leaders having
identified that the nursery menus do not comply with government guidance, no action has
been taken to address this. This does not promote children's good health.
Curriculum and teaching Urgent improvement
Leaders do not have oversight of the curriculum or its implementation. The curriculum is
poorly designed and does not cover the breadth of the early years foundation stage.
Sequencing is ineffective and does not help children to build on what they already know. For
example, children leaving for school are taught to count low numbers that they already
know, such as 'one to three', while younger children are taught to create repeating patterns.
This means, at times, children become frustrated with learning and disengage. Staff assess
children's development each term. However, this is not used to inform the curriculum or what
they plan. This prevents children from extending their existing knowledge and skills.
The quality of teaching is very inconsistent. Although staff's interactions with children are
engaging, they lack a real purpose. Staff do not take into account children's next steps in
learning during conversations and therefore they are unable to build on previous knowledge.
This does not help children to get the most from their experiences at nursery.
Staff make some appropriate adaptations for children with special educational needs and/or
disabilities (SEND). For example, they recognise when some children are unable to cope
with whole-group activities. They plan separate one-to-one sessions based on activities that
help these children to engage. This works well and helps to ensure children with SEND
access a curriculum.
Leadership and governance Urgent improvement
There are significant failings at this nursery. Leaders did not ensure that the requirements of
their legal entity were fulfilled until the day of inspection. The nursery has been operating
without a committee for several years and lacks strategic leadership and governance.
Leaders are not supported in their role. They do not demonstrate a secure understanding of
the legal requirements or a capacity to improve the quality of the nursery. Despite identifying
breaches to the legal requirements, these have not been acted upon. This is not in the best
interests of children. Furthermore, the provider failed to notify Ofsted of a significant event
as required under their registration.
Procedures for staff induction and supervision are not in place. New staff do not receive a
thorough induction when they first start work, or access the mandatory training required to
fulfil their role. The arrangements for staff coaching and mentoring are not in place. As such,

there are weaknesses in the quality of teaching. Although staff report feeling supported, they
do not have any targets for development to help them build on their skills and knowledge.
This means there are inconsistencies in staff's practice across the team.
Partnership working with parents is inconsistent. Not all parents receive ongoing and up-to-
date information about children's learning. They are unaware of children's next steps or how
they can extend learning at home. This does not provide consistency in children's care and
learning.
Compulsory Childcare Register requirements
This setting has not met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has not met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met

What it's like to be a child at this setting
Significant breaches to the legal requirements mean that children's safety and welfare are
compromised. Children are cared for by adults whose suitability has not been assured.
Significant gaps in staff supervision and induction mean that staff have not accessed
mandatory training, such as safeguarding, to help improve their knowledge of how to keep
children safe. Weaknesses in risk assessment mean that mealtime and sleep routines do
not ensure children's safety. Leaders do not have a secure understanding of the legal
requirements. Children do not access an ambitious, well-sequenced curriculum that helps to
prepare them for the next stage of development. This leads to disengagement and lost
learning. Although staff get to know children well and form strong bonds with them, they do
not use what they know to further their development.
Children are happy and well settled at the nursery. Older children with special educational
needs and/or disabilities are well integrated. They are supported to access their full
entitlement with one-to-one provision. Children enjoy being at the nursery and have formed
positive relationships with their peers. They benefit from warm and trusting relationships with
staff. Some older children have appropriate social skills and enjoy playing with their friends
in the outdoor area. They work together as a team to play football and understand how to
manage conflict. Some older children enjoy creative activities. They use chalks to make
purposeful marks, showing some finger control and pre-writing skills. Overall, children have
a positive attitude to learning. However, due to weaknesses in the curriculum, children do
not all achieve well across the areas of learning.
Next steps
The provider is not meeting the requirements of the Early years foundation stage and
Childcare Register and Ofsted intends to take enforcement action.
We will issue a Welfare Requirements Notice requiring the provider to have taken the
following actions by the assigned date:
Action Completion Date
implement robust and diligent recruitment procedures to
ensure staff caring for children are suitable
17/07/2026
ensure that children are always in sight and hearing
when eating
17/07/2026
ensure that children are put to sleep in line with the
latest government guidelines
17/07/2026
ensure that effective risk assessments are in place for
moving children around the nursery
17/07/2026

Action Completion Date
ensure that all staff have appropriate references in
place as part of their pre-recruitment checks
17/07/2026
ensure all staff, including those with the lead for
safeguarding, complete relevant safeguarding training
31/07/2026
implement robust procedures for supervision, coaching
and mentoring
31/07/2026
implement robust induction procedures for all new staff 31/07/2026
implement robust partnership working with parents to
provide continuity for children
31/07/2026
ensure that children's absences are monitored
effectively and within a timely manner
31/07/2026
ensure that foods provided to children are in line with
current government guidance
31/07/2026
ensure that staff who take medication are supported
and their ongoing suitability is assured
31/07/2026
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
ensure that concerns about children's development are
shared explicitly with parents in a timely manner
18/08/2026
plan and implement a broad and sequenced curriculum
that builds on what children already know and can do
18/08/2026
About this inspection
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.
The inspectors spoke with leaders, practitioners, the special educational needs coordinator,
parents and children during the inspection.

Inspectors:
Kayte Farrell
Michelle Highcock
About this setting
Unique reference number (URN): EY244150
Address:
Clincton View
Widnes
Cheshire
WA8 8JN
Type: Childcare on non-domestic premises
Registration date: 27/11/2002
Registered person: Our Lady's First Steps Pre-School Committee
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Halton
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 7 July 2026
Children numbers
Age range of children at the time of inspection
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.

1 to 11
Total number of places
105
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.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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