First Steps First Marlow

First Steps First Marlow
Unique reference number (URN): 2754781
Address: Hall 2 Marlow Air Scouts, Mill Road, MARLOW, Buckinghamshire, SL7 1PX
Type: Childcare on non-domestic premises
Registered with Ofsted: 26/10/2023
Registers: EYR
Registered person: First Steps First Ltd
Inspection report: 25 March 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.

Strong standard
Expected standard
Inclusion Strong standard
Leaders have a strong focus on inclusion. Staff complete effective observations and
assessments on children. This supports them to identify gaps in children's learning and
development precisely. Staff support children's starting points effectively, recognising and
supporting children to progress with their next steps in learning. This ensures that children
with special educational needs and/or disabilities and those with other barriers to their
learning receive tailored support. Staff work closely with parents and carers to discuss and
plan actions they will implement to support children's individual progress. They value
parents' input, ensuring that effective communication provides children with the consistency
they need to achieve. Children and their families receive swift and ongoing support that
enables them to make the progress they are capable of. This includes staff speaking to and
working closely with other agencies for advice and additional support.
Staff have created an inclusive environment and consistently adapt their interactions with
children to meet their individual needs. They recognise when children need additional
support with activities. Staff make effective adaptations and provide the resources children
need so they are included in all learning. For example, during carpet time, staff use props to
keep children engaged with storytelling. This reduces barriers to children's learning and
promotes their wellbeing. Leaders recognise and understand which children are entitled to
additional funding. They know how this can be used to provide resources and equipment to
support children's wellbeing and learning further.
Achievement Expected standard
Children are highly engaged in activities of their choosing. They are confident and
independent learners who show pride in their achievements. Children develop the
communication needed to express their needs. Older children show an awareness of
different emotions and communicate clearly with each other as they play. Younger children
are introduced to new words and respond to questions that make them think and recall
previous learning. However, children do not consistently receive the time needed to process
this information and respond.
Adaptations to activities mean all children, including those with barriers to their learning, can
participate and benefit from the learning intent. Children build lovely friendships with each
other. They show kindness as they help their friends plan games. Overall, children have
opportunities to be independent. Older children self-serve their food and manage their self-
care needs well. However, younger children do not consistently have the same
opportunities, even when showing they are keen, as staff are quick to complete tasks for
them. This means that children are not always able to problem-solve and find solutions
independently.

Behaviour, attitudes and establishing routines Expected standard
Managers and staff have created a welcoming environment in which children feel safe and
secure. Staff interactions with children are positive and caring. Children show clear
attachments to staff and seek them out if they need support or reassurance. Regular
communication with parents and carers ensures that staff can meet children's changing
needs and adapt their approach as needed. This further supports children's emotional
wellbeing. Overall, children behave well and show that they understand the expectations of
the setting. When children's behaviour does deteriorate, staff are quick to support children.
However, they do not consistently explain to children why they should not be doing
something. This does not give children a clear understanding of how their actions may
impact themselves or others.
Children play well alongside and with each other. Older children build lovely friendships and
play well together. As they play, they discuss what role each will have. With support from
staff, children share well and understand that they need to take turns using equipment.
Managers follow up any non-attendance. They provide parents with information on the
importance of children's regular attendance and establishing regular routines. Leaders
explain to parents the impact this has on children's wellbeing and development.
Children's welfare and wellbeing Expected standard
The key-person system is effective in building secure relationships between children and
staff. Children show they feel safe and secure and seek out staff when they need comfort or
reassurance. Regular communication with parents and carers ensures that staff can meet
children's changing needs, for example, during potty training. As a result, staff have a secure
knowledge of children, including their likes and interests.
Staff plan activities to support children to understand about leading a healthy lifestyle. Staff
provide children with opportunities to be outdoors in the fresh air and be physically active.
Children help to grow vegetables in the garden, and potatoes they have grown have recently
been used for children's lunches. Staff plan activities to support children to understand about
oral hygiene. For example, as children use toothbrushes during an activity, staff talk to them
about why and when they should brush their teeth. Children are highly engaged as they
clean pretend teeth.
During outings in the local area, children learn about keeping themselves safe. Staff support
children further to recognise the behaviours expected when visiting places such as the
library. However, staff do not consistently provide more detailed explanations to help
children to deepen their understanding further. Staff provide well-planned opportunities that
help children to recognise their emotions. They are attentive to children's individual needs
and offer targeted support, including appropriate resources and unhurried time. This enables
children to process and manage their feelings effectively.
Curriculum and teaching Expected standard
Leaders and managers have created a curriculum that is ambitious and covers all areas of
learning and development. When planning, staff consider the needs and stages of learning

of children. This ensures that activities support children to make continuous progress in their
development. Children are independent learners and take on tasks with confidence,
although, at times, staff are quick to solve problems for children. This does not support
children to develop the thinking skills needed to solve problems for themselves and develop
independence.
Overall, staff support children's communication and language well. Staff use age-appropriate
language when speaking to children and ask them questions to support them to recall
previous learning. However, at times, staff can speak too quickly to children. This does not
give children the time they need to process the information and respond.
Staff embed early mathematics well during activities and children's play. For example, as
younger children build towers, staff support them to count the bricks. As older children find
'worms' in the mud, staff ask them which are 'longer' or 'shorter'. Children then use this
language as they compare the 'worms'.
Staff provide support for children's physical skills and support them outdoors and indoors.
Babies practise climbing safely using soft-play equipment. Older children develop their
coordination as they kick balls to one another. Staff adapt activities effectively to ensure all
children, including those with special educational needs and/or disabilities and children with
other barriers to their learning, can participate successfully. They use additional resources
purposefully to maintain children's engagement. For instance, during group carpet time, staff
provide puppets to help children sustain their interest and become actively involved in
storytelling.
Leadership and governance Expected standard
Leaders and managers regularly evaluate the care provided for children and have effective
oversight in recognising areas for improvement. They provide support and training for staff
to improve the quality of care and learning for children. For example, a recent focus on
improving the delivery of mathematics has had a positive impact. As a result, staff embed
mathematics effectively into activities and children's play. This evaluation is ongoing, and
leaders and managers identify further areas for development effectively, such as extending
opportunities for children to problem-solve and strengthening interactions with children. For
example, they support staff to further their understanding of delivering effective support for
children's communication and language. Leaders work closely with other agencies to make
necessary changes that improve outcomes for children.
Leaders follow safer recruitment processes and provide effective induction for new staff.
Regular one-to-one meetings provide staff with support for their wellbeing and help to
identify professional development opportunities. As a result, staff are happy and feel valued
in their roles. Leaders provide staff with additional training so they can further support
children's individual needs. This includes support for children with special educational needs
and/or disabilities and for those with other barriers to their learning. Parents are provided
with appropriate information about their child's daily routine and progress. Regular updates
ensure that children's needs are met and parents can support children's development at
home.

What it's like to be a child at this setting
Children arrive happy and excited for their day at this welcoming setting. They are greeted
by friendly staff, who quickly support children to engage in activities. Staff gather information
from parents and carers when children first start. They use this information to meet
children's routines from home and support them to settle. In addition, staff plan activities
based on children's interests and their stage of learning. Activities are adapted to meet the
needs of all children, extending their learning appropriately. This means all children,
including those with special educational needs and/or disabilities and those with other
barriers to their learning, make the progress they are capable of. Children are well prepared
for their next stage of learning, including the move to school.
Staff have positive relationships with children, which supports children to feel safe, secure
and confident to explore. Overall, staff support children's growing independence well.
Children manage their self-care needs and complete tasks for themselves. Staff typically
use age-appropriate language with children and introduce them to new words while they
play. Staff generally support children's mathematical development well. From a young age,
children are encouraged to count and to recognise different shapes. Older children show
confidence as they use language such as 'tall' and 'short' as they play. Children develop
essential physical skills as they confidently navigate equipment to enhance their fine and
gross motor skills.
Staff have high expectations for children's behaviour and learning. They generally support
children to understand the expectations of the setting and the impact of their actions.
Leaders ensure that parents understand the importance of punctuality and attendance and
the positive impact routines have on children's learning and development.
Next steps
Leaders should further develop staff's skills and knowledge of how to help children solve
problems in their play to enhance their learning experiences.
Leaders should strengthen staff's interactions even further to enhance the quality and to
consistently extend children's learning.
Leaders should provide further guidance for children's behaviour to support them to
understand the impact of their actions.

Inspector:
Nicky Butler
About this setting
Unique reference number (URN): 2754781
Address:
Hall 2 Marlow Air Scouts
Mill Road
MARLOW
Buckinghamshire
SL7 1PX
Type: Childcare on non-domestic premises
Registration date: 26/10/2023
Registered person: First Steps First Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Buckinghamshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 25 March 2026
About this inspection
The inspector spoke with leaders, staff, parents and the special educational needs and
disabilities coordinator during the 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.

Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
26
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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