Baby Steps Daycare

Baby Steps Daycare

Unique reference number (URN): 2716206 Address: Baby Steps Daycare, Former Neighbourhood Office, Reginald Road, Smethwick, B67 5QT Type: Childcare on non-domestic premises Registered with Ofsted: 15/02/2023 Registers: EYR, CCR, VCR Registered person: BabyStepsChildcare Ltd

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Achievement Expected standard

Children make appropriate progress from their starting points. They develop communication and language skills, including speaking in sentences, repeating new words and engaging in conversations. For example, children talk about their play, describe what they are making and share their ideas with others. Children develop social skills and confidence through interacting with their peers and adults. Younger children learn by observing older children. For example, they join in imaginative play, such as pretending to celebrate birthdays and sharing 'cakes'.

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Achievement Expected standard

Older children demonstrate skills that prepare them for school, such as counting objects accurately, following routines and managing their own needs. Children receive support to develop their independence through daily routines and play experiences. Children who require additional support benefit from support to access learning. They make progress through targeted strategies and support from external professionals. However, due to some minor weaknesses in practice, some younger children do not remain fully engaged during adult-led activities. This limits opportunities for them to practise and build on their learning effectively over time.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to learning and respond well to the expectations of the setting. They follow routines confidently, such as tidying away resources, lining up to move between activities and preparing for mealtimes. For example, children independently tidy up before snack time and help others to complete tasks.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and respectful. Staff support children to develop social skills, such as sharing and taking turns. When minor conflicts occur, staff intervene appropriately to support children to resolve these and continue playing together. Children show an understanding of rules, such as using 'kind hands' and 'good listening'. They respond positively to reminders, for example, when encouraged to use 'walking feet' when moving around the setting.

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Behaviour, attitudes and establishing routines Expected standard

Staff use inclusive approaches to support children's behaviour and engagement. For example, they use visual prompts, modelling and consistent routines to help children understand expectations and take part in activities. Leaders promote the importance of attendance. Leaders use an electronic system to sign children in and monitor their attendance, which generates clear patterns over time. This enables leaders to identify any concerns and take appropriate action where needed.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally support children's confidence well. However, there are occasions where language used by staff does not consistently support children's developing confidence. For example, when general terms are used to describe children, this does not always help to build their confidence or support a positive sense of self.

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Children's welfare and wellbeing Expected standard

Children's care needs are met effectively. In the main, staff support children to develop independence through daily routines, such as handwashing, serving food and managing personal care. For example, children access tissues independently, follow visual handwashing steps and dispose of items appropriately.

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Children's welfare and wellbeing Expected standard

Children form secure attachments with staff, who generally respond sensitively to their needs. They are supported to express their feelings through activities that explore emotions, such as identifying how they feel and talking about what makes them happy or sad.

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Children's welfare and wellbeing Expected standard

Staff promote inclusive approaches to children's welfare and wellbeing. For example, they use visual prompts and consistent routines to support all children to understand expectations and develop independence. Children are encouraged to make choices and take part in daily routines, helping them feel secure and included.

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Children's welfare and wellbeing Expected standard

Healthy lifestyles are promoted through nutritious meals and opportunities for physical activity. Children serve themselves food using appropriate utensils and take part in outdoor play, such as climbing, balancing and exploring the environment.

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Curriculum and teaching Expected standard

Leaders have taken appropriate steps since the previous inspection to strengthen the curriculum. They have developed a clearer understanding of what they want children to learn and how this is implemented across the setting. Staff demonstrate knowledge of children's starting points and next steps and use this to inform their interactions.

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Curriculum and teaching Expected standard

Teaching supports children's communication and language development effectively. For example, during story time, staff ask questions, such as 'What can you see?' and 'What might happen next?', to extend children's thinking. When younger children begin to lose focus, staff successfully re-engage them by introducing actions and interactive elements into the story. Staff also model language during activities, such as describing size and position when planting and using play dough.

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Curriculum and teaching Expected standard

Staff generally adapt activities to support children at different stages of development. For example, younger children are supported to join in alongside older peers through modelling and repetition, helping them access the same experiences. However, these approaches are not always applied consistently by all staff. For example, some group activities take place in close proximity. This results in some younger children becoming distracted and not remaining fully engaged. This reduces opportunities for them to sustain attention and benefit fully from adult-led learning experiences.

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Inclusion Needs attention

On a recent occasion, the setting decided that some children who face difficulties in their learning should not attend on a particular day. This was in the interest of the setting, not the children. This meant that some children did not receive their full early years entitlement. However, this is not typical of the setting's culture or approach to inclusion. Leaders usually provide an inclusive environment, where children's individual needs are identified and supported.

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Inclusion Needs attention

Staff work closely with families to understand children's starting points and generally adapt their practice. For example, staff use visual prompts, gestures and simple language to help children communicate their needs and take part in activities.

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Inclusion Needs attention

Staff generally identify children with emerging needs at an early stage. Leaders work with external professionals, including the local authority special educational needs coordinator, to plan and review support. Adaptations, such as visual timetables and structured routines, help children understand expectations and access learning opportunities alongside their peers.

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Inclusion Needs attention

Staff support children at different stages of development within the open-plan environment. For example, younger children learn alongside older peers and join in with activities with adult support. Leaders monitor children's progress and use this information to adapt provision and reduce barriers to learning. However, leaders do not ensure that there are opportunities to further strengthen how consistently these approaches are used to support all children's engagement throughout the day.

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Leadership and governance Needs attention

On a recent occasion, the provider did not ensure that the setting's decisions were fully in line with the nursery's approach to inclusion. This resulted in a decision to ask some children not to attend the nursery on a specific day when they were entitled to do so. The provider takes this shortcoming seriously and is taking action to ensure that it does not reoccur. We are satisfied that leaders understand their responsibilities to ensure that every child is fully included.

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Leadership and governance Needs attention

Leaders have taken appropriate action to improve the quality of provision since the previous inspection. Leaders have developed a clearer curriculum and strengthened staff's understanding of teaching and learning. Leaders use action planning and regular evaluation to monitor progress and identify areas for further improvement.

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Leadership and governance Needs attention

Leaders monitor the quality of teaching through observations, supervision and discussions with staff. For example, they use peer observations to support less-experienced staff and provide feedback on how to improve interactions and engagement with children. Training opportunities, including communication and language development and behaviour management, support staff to develop their practice. Leaders demonstrate awareness of the setting's strengths and areas for development. They have identified the need to ensure greater consistency in how staff support children's engagement and use language during interactions. Leaders are beginning to address this through coaching, supervision and ongoing monitoring of practice. They recognise the importance of continuing to embed improvements to ensure that effective practice is consistently implemented across the setting over time.

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Leadership and governance Needs attention

Leaders work in partnership with families and external agencies to support children with special educational needs and/or disabilities. They engage with local authority professionals to plan and review support and ensure that children's needs are met. Systems are in place to monitor safeguarding, attendance and children's progress.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children enjoy a welcoming environment, where they feel safe and settled. However, the attendance of children with special educational needs and/or disabilities and those known ( or previously known) to children's social care is not always fully supported. Children build secure relationships with staff and confidently take part in a wide range of activities. For example, children join in story times. They answer questions about what they can see and predict what might happen next in the story. Children also take part in practical experiences, such as planting flowers, scooping soil into pots and later transferring these outdoors. This helps children to understand how things grow.

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What it's like to be a child at this setting

Children show curiosity when exploring the outdoor environment. For instance, they observe worms in the soil and describe how they move using words such as 'wiggling' and 'fast'. Children also engage in creative experiences, such as using play dough to make 'cakes'. They demonstrate mathematical skills, such as counting how many they have made and talking about who they will share them with.

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What it's like to be a child at this setting

Children develop independence through everyday routines. They place their bowls away after meals, clean their faces and select resources independently. Children respond well to expectations, such as tidying up before snack time and helping others to complete tasks. They also follow visual routines, selecting their picture and joining group activities, such as circle time.

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What it's like to be a child at this setting

Children enjoy singing songs using musical instruments. They take part in activities, such as moving their hands to music with dough. This helps them to develop their hand strength and coordination. Children develop friendships and learn to take turns. For example, they share resources or play collaboratively. These experiences help children to develop the knowledge, skills and confidence they need for their next stage of learning.

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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.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following action by the assigned date:

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Address:

Baby Steps Daycare, Former Neighbourhood Office Reginald Road Smethwick B67 5QT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: BabyStepsChildcare Ltd

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Action Completion Date

ensure that all staff understand that all children, particularly those known to children's services and those with special educational needs and/or disabilities, must have full access to their nursery education entitlement. 12/06/2026

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers during the inspection.

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About this 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.

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About this inspection

The inspection started on 24 April 2026. Inspectors returned on 5 June 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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