← Ofsted Nursery Tracker

Baby Steps Daycare

URN 2716206 · Inspected 2026-04-24 · Published 2026-07-23 · Inspector: Arianna Saccente Lisa Robinson

Safeguarding met Childcare on Non-Domestic Premises, Full day care source PDF ↗ provider page on ofsted.gov.uk ↗

Grades by area

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'. 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.

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. 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. 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. 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.

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. 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. 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. 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.

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. 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. 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.

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. 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. 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. 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.

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. 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. 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. 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.

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. 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. 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. 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.

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

About this inspection

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

About this setting

URN
2716206
Address
Baby Steps Daycare, Former Neighbourhood Office Reginald Road Smethwick B67 5QT
Type
Childcare on Non-Domestic Premises, Full day care
Registration date
15/02/2023
Registered person
BabyStepsChildcare Ltd
Register(s)
EYR, CCR, VCR
Operating hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority
Sandwell

Facts and figures

Age range at inspection
1 to 4
Total places
45

Data from 24 April 2026

Raw extracted PDF text 
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
Inspection report: 24 April 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.

Expected standard
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'.
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.
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.
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.
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.
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.

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.
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.
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.
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.
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.
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.
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.

Needs attention
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.
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.
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.
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.
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.
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.
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.
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.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met

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

Inspectors:
Arianna Saccente
Lisa Robinson
About this setting
Unique reference number (URN): 2716206
Address:
Baby Steps Daycare, Former Neighbourhood Office
Reginald Road
Smethwick
B67 5QT
Type: Childcare on non-domestic premises
Registration date: 15/02/2023
Registered person: BabyStepsChildcare Ltd
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
About this inspection
The inspector spoke with leaders, staff, children and parents and carers 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.
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
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Sandwell
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 24 April 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
45
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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