Footsteps Day Nursery

Inspection of Footsteps Day Nursery 64 Station Road, London E4 7BA

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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

Leaders and staff offer a warm welcome to children and families. They describe children's safety and emotional well-being as their 'top priority' and provide highly attentive care. This helps children to develop secure bonds right from the start. Children demonstrate that they feel happy and secure at the nursery. For instance, babies snuggle up with staff to share their own 'all about me' books. Pre-school- age children proudly point out their individual drawers where they store their work and belongings. Staff have high expectations for children's behaviour. They model kind and positive interactions and help children to understand their feelings well. Children benefit from staff's consistent guidance. They show high levels of respect for others and their behaviour is excellent.

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The provision is good

Leaders and staff constantly reflect on the curriculum they offer to ensure that it is ambitious for all children. They provide a broad range of learning experiences to equip children with the skills and attitudes they need to succeed at school. For example, staff introduce mathematical concepts in fun and meaningful ways throughout the routines and activities. Therefore, children develop a secure understanding of how to count, measure and fit shapes together. Staff recognise the need to promote children's personal care skills. They provide support and encouragement as children learn to feed themselves, wash their hands and use the toilet. This helps children to secure their independence skills.

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need to do better?

n Staff know children well. They plan clear and achievable targets to help them to make good progress. Children with special educational needs and/or disabilities are well supported. Staff work in partnership with parents, carers and external professionals to implement children's individual learning plans. This includes one-to-one support where needed, to ensure that all children benefit from the learning opportunities. n The support for children's language and communication is strong throughout the nursery. For instance, staff place colourful pictures in the nappy changing areas to kindle interactions with babies and toddlers. They think carefully about the vocabulary they want children to learn and model this during discussions and activities. Children swiftly pick up new words and are keen to share what they know. For example, toddlers describe how polar bears are good swimmers. n Children have opportunities to express themselves creatively, such as through

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need to do better?

imaginative role play and during 'messy play' with foam and sand. However, staff often have fixed ideas about what they want children to produce during art and craft activities. This limits the opportunities for children to decide how they want to use materials and express their own ideas when designing and making. n Staff identify children's next steps in learning and plan experiences that reflect

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need to do better?

27 February 2025 their interests. As a result, children are drawn to activities and show positive attitudes to their learning. For instance, staff create meaningful opportunities for pre-school-age children to make marks, such as writing lists and recording appointments during role play. Children are motivated to have a go and show pride in their early writing skills. n Staff ensure that children are physically active each day. Babies and toddlers have climbing apparatus in their rooms, which enable them to practise movements such as going up and down steps. Children build further on these skills as they tackle the large outdoor climbing frame. They enjoy riding tricycles, playing ball games and taking part in activities such as ballet. This helps them to build good physical strength and coordination. n Staff value the cultures and languages of children who attend. They use words from children's home languages and celebrate events that are special to their

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need to do better?

families. This helps to boost children's self-esteem. Children have fun learning about a range of cultural traditions. For instance, they create diva lamps during Diwali and visit Santa's grotto at Christmas. This promotes a positive appreciation for their similarities and differences. n Leaders have clear oversight of the provision and constantly reflect on what they can do even better. There is a robust system in place to support staff's professional development and well-being. Staff retention is good. This helps parents and children to get to know staff well and build trusting relationships. Parents describe staff's genuine affection for children and say that they 'go the extra mile' to support their needs. They are kept well informed about their children's time at nursery, including their progress and the things that they enjoy.

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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 develop opportunities for children to explore different materials freely, to help to develop their ideas about how to use them and what to make.

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Setting details

Unique reference number EY494126 Local authority London Borough of Waltham Forest Inspection number 10390624 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 70 Number of children on roll 98 Name of registered person Footsteps Day Nursery (Chingford) Ltd

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reference number

Telephone number 02035835741 Date of previous inspection 10 April 2019

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Information about this early years setting

Footsteps Day Nursery registered in 2015. The nursery is situated in North Chingford, in the London Borough of Waltham Forest. The nursery operates all year round, from 7.30am to 6pm, Monday to Friday. The provider employs 20 members of staff. Of these, 18 staff hold early years qualifications ranging from level 1 to level 4. The provider offers government funded childcare for children aged from nine months to four years.

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Inspection activities

n Leaders showed the inspector around the nursery, and they explained the curriculum and how the provision is organised. n The inspector observed the quality of education and considered the impact on children's learning. This included a joint observation with one of the managers. n Leaders had discussions with the inspector to explore matters such as staff recruitment, supervision and training. They ensured that relevant documents were available for the inspector to view. n The inspector spoke to parents, staff and children during the inspection. She also took account of parents' written feedback.

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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

27 February 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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