Step Start Nurseries Chelmsford

Inspection of Step Start Nurseries Chelmsford Station House, 27 Railway Street, Chelmsford, Essex CM1 1QS

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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 Not applicable

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The provision is good

Children are happy and safe at this setting. As soon as they arrive, they become deeply engrossed in meaningful activities. Leaders and staff create a captivating and inviting environment, and children make their own choices of what they would like to explore and access next. For example, after the babies wake up, they enjoy looking through books independently. They persevere to turn the pages unaided, and nurturing staff name the pictures to support babies' language skills.

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The provision is good

Tailored settling-in sessions for children and detailed meetings with parents mean that staff get to know children very well right from the start. Leaders and staff carefully consider children's needs, abilities and interests when planning a wide range of meaningful activities. They are intuitive to children's needs and offer them cuddles and reassurance. This means that children feel comfortable and content, which positively contributes to nurturing their emotional resilience.

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The provision is good

Staff are warm and kind. They have high expectations of children, who follow the setting's routines and boundaries with ease and confidence. Staff appreciate children's achievements and praise them for their efforts. They proudly display their 'masterpieces' across the setting. As a result, children feel deeply involved and valued during their time at this setting, which in turn helps them develop the skills needed to become independent and positive learners.

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need to do better?

n Leaders are experienced. They create a robust curriculum that helps children to develop their independence and language skills in preparation for their next stage of education. Children with special educational needs and/or disabilities are supported in their learning journey. Partnerships with other professionals mean that children who require additional assistance adapt well and make good progress in their learning. n Staff have good knowledge and understanding of children's learning and development and complete regular observations and next steps in children's learning. Staff also track children's progress through regular assessments, which are shared with the parents. However, on occasion, staff do not consistently reflect on how to adapt their practice to effectively promote children's thinking skills and deepen their learning. n Staff provide meaningful opportunities to help children stay active and embrace

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need to do better?

a healthy lifestyle. Toddlers enjoy singing and dancing sessions with enthusiastic staff. They sing along to their favourite nursery rhymes and competently complete the actions. Older children demonstrate strong concentration and confidently follow staff's instructions to perform arm and leg stretches, which further support the development of their stamina and coordination. In addition,

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need to do better?

3 September 2025 during pretend play, children use toothbrushes and toothpaste, engaging in meaningful conversations with staff about their actions. This helps deepen their understanding of the importance of regular teeth brushing and support the development of healthy habits. n Babies benefit from rich sensory experiences supported by nurturing staff. They show fascination as they explore lights and bubbles and observe with focused attention how fish move around the sensory tube. Kind and attentive staff extend these moments by encouraging babies to count the fish, and they introduce new vocabulary, such as 'bubble'. This supports the development of early mathematical understanding and enhances children's communication and language skills. n Leaders are very reflective. They value their staff and create a positive and supportive culture across the setting. Staff benefit from detailed inductions and regular supervision meetings, and they report they are very happy to work at

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need to do better?

this setting. Leaders are dedicated to providing children with the best possible start in their early education. They implement well-considered strategies that continually strengthen staff's practice and uphold the high standards of safety and welfare. n Partnerships with parents are well established. They value the wide range of activities offered to their children and consistently praise the staff's kind and supportive approach. Parents feel actively involved in their children's learning and express appreciation for the detailed and regular updates they receive.

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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 continue to support staff in strengthening their skills, enabling them to consistently tailor their practice to extend and deepen children's learning experiences.

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Setting details

Unique reference number 2800140 Local authority Essex Inspection number 10406517 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 67 Number of children on roll 55 Name of registered person Step Start Nurseries Chelmsford Ltd

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reference number

Telephone number 01245939006 Date of previous inspection Not applicable

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Information about this early years setting

Step Start Nursery Chelmsford registered in 2024. The nursery employs 21 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 2 and above. The nursery is open from 7am to 6pm, Monday to Friday, for 51 weeks of the year. The setting provides funded early education for all eligible children.

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Inspection activities

n The inspector and the manager completed a learning walk together. They discussed how the curriculum is organised and what they want the children to learn. n The inspector observed the quality of teaching and education and assessed the impact this has on the children's learning. n The inspector spoke with staff at appropriate times throughout the inspection. n The children spoke with the inspector about the activities they were doing. n Some parents met with the inspector, who took into account their views. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the managers. She looked at relevant documentation and reviewed evidence of the suitability of staff working at 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

3 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

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