Learning Steps Day Nursery

Inspection of Learning Steps Day Nursery Hockley, Birmingham, West Midlands B19 1AY

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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The provision is inadequate

The provider does not take all the necessary measures to keep children safe. They have failed to complete suitability checks for all staff and have not provided Ofsted with the required information related to company directors. These weaknesses mean that children's welfare is not assured.

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The provision is inadequate

The provider has a weak oversight of the quality of education. They do not guide staff effectively to ensure children experience a curriculum that helps them learn and make good progress. In addition, they do not focus sharply on developing children's communication and language. Weaknesses in the key-person system and in settling-in arrangements mean staff do not always know enough about children to plan effectively for their needs. As a result, children's learning does not build securely on what they already know and can do, and their emotional security is not well supported.

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The provision is inadequate

Children behave well, follow routines and respond to reminders and positive encouragement from staff. However, weaknesses in the curriculum and teaching mean children do not develop consistently positive attitudes to learning. Older children often move quickly from one activity to another because tasks do not hold their interest. At times, staff interrupt play or impose routines that are not matched to children's stage of development. This negatively impacts the progress that children can make.

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need to do better?

n The provider does not carry out full recruitment procedures to ensure all staff are suitable to work with children. In addition, the provider has failed to notify Ofsted of changes to company directors so that suitability checks can be completed. This compromises children's welfare. n Although there is a safeguarding policy in place, the provider does not ensure that procedures for the use of mobile phones are implemented effectively. Staff do not consistently challenge visitors who use their phones in the setting. This weak practice undermines children's safety and welfare. n Leaders do not provide staff with effective training to help them improve the quality of education. Staff have little professional development that builds on their knowledge of teaching or the curriculum. This lack of targeted training means weaknesses in practice continue and children do not benefit from good- quality learning experiences.

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need to do better?

n The key-person system is not effective in supporting children. When children start, staff often have little or no information about them because leaders do not have effective systems to gather and share it. Parents are sometimes asked to complete 'All About Me' forms on the day their child starts, which is too late for

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need to do better?

8 September 2025 staff to make use of the information to support children to settle. When existing children are given a new key person, staff do not pass on details about children's progress and achievement. These gaps prevent children from receiving consistent care, teaching and emotional support. n Leaders do not set clear intentions for what children should learn. The curriculum is generic and does not show how children will gain the essential knowledge and skills they need. Leaders do not set out how this learning should build in a clear sequence. This has a negative impact on children's learning. n The assessment of children's learning is weak, which means staff do not plan effectively for each child. Staff do not identify what children know and can do or provide opportunities that match their stage of development and experiences. For example, staff use the same teaching approaches for children under two and

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need to do better?

over two years of age. They do not provide activities to support children's different stages of development. Children often try to leave adult-led tasks to return to their chosen play and staff repeatedly bring them back. This negatively impacts on children's motivation and engagement in learning. n Leaders do not organise effective settling-in arrangements. Staff expect new children to manage full routines from the moment they start at the setting. They do not give them time to feel secure. For example, after only a few minutes of arriving for the first time, children are required to sit in a large circle and answer questions. Children repeatedly attempt to leave the activity because they are not ready for this experience and staff bring them back to the circle. These inappropriate expectations do not support children's emotional security or help them settle positively so they are ready to learn. n Leaders do not ensure that communication and language are prioritised across

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need to do better?

the setting. They fail to ensure that staff support the children who speak English as an additional language. Staff do not gather or use information about children's home language to help them settle and build on their early communication skills. They do not value or build on children's home language and provide few strategies to help children learn English. This has a negative impact on children's communication and language development.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

8 September 2025 ensure that a Disclosure and Barring Service check is completed for all members of staff 08/10/2025

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Due date

implement the safeguarding policy effectively and ensure that the procedure for how mobile phones are used in the setting is applied consistently 08/10/2025

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Due date

ensure that Ofsted is provided with the necessary information to enable them to carry out suitability checks for all directors 08/10/2025

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Due date

provide effective support, coaching and training so that all staff have the knowledge and skills to fulfil their roles successfully and the interests of children are promoted 08/11/2025

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Due date

provide staff with targeted professional development in teaching and the curriculum, so that practice improves and children benefit from high-quality learning 08/11/2025

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Due date

improve the key-person system to ensure staff have the information they need to support children's care and learning effectively 08/10/2025

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Due date

implement a curriculum that meets all children's learning needs and offers appropriate challenge, to help them make at least good progress 08/11/2025

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Due date

obtain an accurate understanding of each child's level of achievement to identify what they already know and can do and use the information to plan learning experiences that are tailored to meet each child's needs 08/11/2025

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Due date

improve the settling-in arrangements to ensure that children's emotional security is prioritised and their individual needs are met 08/11/2025

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Due date

8 September 2025 prioritise the programme for communication and language, particularly for children who speak English as an additional language, so that all children develop their communication skills. 08/11/2025

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Setting details

Unique reference number EY557229 Local authority Birmingham Inspection number 10393525 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 Sessional day care

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inspection

Total number of places 32 Number of children on roll 24 Name of registered person Learning Steps Day Nursery Ltd

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reference number

Telephone number 0121 5230088 Date of previous inspection 17 September 2019

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Information about this early years setting

Learning Steps Day Nursery registered in 2018 and is located in the Hockley area of Birmingham. The nursery employs seven members of childcare staff, all of whom hold approved early years qualifications at level 3. The nursery is open term time only, from Monday to Friday from 8am to 5pm. It provides funded early education places for all eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children interacted with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the manager. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

8 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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