Footsteps Nursery Lichfield Road

Footsteps Nursery Lichfield Road
Unique reference number (URN): EY386097
Address: 126 - 130 Lichfield Road, TAMWORTH, Staffordshire, B79 7SE
Type: Childcare on non-domestic premises
Registered with Ofsted: 17/12/2008
Registers: EYR
Registered person: Footsteps Day Nurseries Limited
Inspection report: 15 July 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.

Strong standard
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff have very high expectations of children's behaviour. They provide a calm
and nurturing environment where children learn to manage their own feelings. Children
regulate their emotions well, finding ways to manage difficult situations they encounter. They
persevere with tasks and find ways to solve problems, developing their resilience. Children
display manners without prompting and are supported effectively to overcome any minor
conflict they experience, in such a busy nursery. Children are extremely familiar with
routines and follow these confidently even from a young age. They quickly transition from
eating their lunch to settling down to sleep. They wash their hands and face, take their
shoes off and make their way to their beds to rest. Children sit with a story before they settle
to sleep, which contributes to the calm and settling environment they experience.
All children develop positive attitudes to their learning, they are keen to get involved in
activities and are supported to try and have a go at new challenges. Staff consistently
encourage the best possible behaviour from children. This helps children to be considerate
of one another and make friendships. They show care and learn to be empathetic. Children
remind one another of rules and demonstrate a secure understanding of what is expected of
them. Well-established routines, helps children to develop a sense of security. Children with
special educational needs and/or disabilities follow routines well. Staff make adaptations so
that they can join in with their peers. These children develop positive attitudes to learning, as
staff identify their changing needs and adapt routines accordingly. Children attend regularly,
and any patterns of non-attendance is quickly addressed by leaders.
Inclusion Strong standard
Leaders and staff place inclusive practice at the heart of what they do. They understand the
individual needs of children and ensure learning opportunities are accessible for all children
who attend the nursery. They skilfully adapt routines applying flexibility where needed so
that children with special educational needs and/or disabilities (SEND) are fully included. For
example, children who struggle to sit for meals, are served their food first, so that they join in
with group mealtimes and develop the social skills they need. Staff know what children enjoy
doing and provide opportunities for children to engage in learning that captures their
interest. This enables all children to develop positive attitudes to learning and make
progress.
Those responsible for completing referrals to external agencies are knowledgeable and well-
trained. They liaise with other professionals to ensure that they have the right support in
place for all children. They identify needs swiftly and implement learning plans. They ensure
these plans are reviewed regularly to meet children's changing needs. Leaders and staff are
proactive in supporting smooth transitions ready for when children move on to school. They
initiate contact with teachers and share information about the support that is in place. They
prepare children well for this move, helping them to become familiar with wearing a uniform
and managing new environments. Leaders and staff develop close relationships with

Expected standard
parents and carers, supporting them to implement the same strategies used in nursery, at
home. This ensures consistency of care for children and enhances the progress they make.
Leadership and governance Strong standard
Leaders have an excellent understanding of the children and families who attend. They are
passionate and reflective, and ensure they maintain an effective oversight of the nursery.
Leaders accurately identify where there are areas of practice that need to be strengthened
and take immediate action to address this. During periods of change, they collectively work
together to maintain the high standards they expect. This lessens any impact on children.
Leaders work closely with other professionals to ensure children with special educational
needs and/or disabilities receive the support they need. They use funding appropriately to
obtain resources that help children to make progress in their learning. Leaders have links
with schools, so that transitions happen smoothly for children, and the support they receive
is continued as they progress on to the next stage of their education. Leaders identify
children who have barriers to their learning, and are persistent, sometimes in the face of
adversity, to ensure they gain the right support for children. Leaders promote a culture of
continual improvement, where staff regularly develop their own knowledge and skills. They
encourage opportunities for further professional development, supporting staff to take on
leadership roles within the nursery. Staff feel supported by leaders and understand their
roles and responsibilities. Leaders are mindful of staff wellbeing and ensure their workloads
are manageable. Staff practice is monitored closely, to ensure there is a continual positive
impact on the experiences children receive. Parents and carers feel a sense of belonging in
the nursery, they feel listened to and valued, and comment that staff are 'accommodating
and attentive'.
Achievement Expected standard
Children make typical progress from their starting points. They learn to communicate
confidently. Babies hear language throughout the day, helping them to use simple sounds
and begin to say single words. They 'roar' to familiar songs and copy actions. Older children
learn to express their needs and suggest ideas during play. Children develop increasing
physical abilities. They confidently use the equipment outdoors to climb and navigate
wooden frames. They incorporate their well-developed problem-solving skills as they use
equipment to make roller coasters. They figure out that ramps they use to slide down are too
small, and move them to different positions.
Children develop their independence. They confidently use cutlery to feed themselves and
take care of their personal care needs. They take responsibility and complete tasks such as
sweeping the floor, helping to tidy away after meals. Children with special educational needs
and/or disabilities make the progress they need for their move to school. They learn to
recognise numbers and use gesture and visual cues to communicate their needs.

Children's welfare and wellbeing Expected standard
Leaders and staff generally promote children's welfare and wellbeing well across the
nursery. They develop positive relationships with children, ensuring each child has a key
person that gets to know them well and builds close relationships with families. Nursery care
routines are responsive to children's needs, helping them to feel safe and settled. Children
receive cuddles when they are upset and respond well to the calm, friendly staff. Staff have
a sound understanding of the needs of children with special educational needs and/or
disabilities. They ensure that they feel included in the nursery day, and develop a sense of
belonging.
Policies and procedures are generally well understood and implemented effectively. There
are times, particularly during transitions, when staff become occupied with other tasks and
children do not receive the same level of attentive support. For example, as children finish
their meals and settle down to sleep, staff focus on cleaning rather than maintaining close
supervision. These moments are brief, but they can lessen how well children are supported
during these important routines, which are central to their welfare and wellbeing.. Children
are provided with healthy meals and have access to outdoor play daily. They learn to take
risks and develop an understanding of how to keep themselves safe. This supports their
physical development and promotes positive wellbeing.
Curriculum and teaching Expected standard
Leaders are ambitious for children. They design a curriculum that builds on what children
know and can do, helping them to develop new skills as they move across the nursery. Staff
understand children's individual needs and what they need to learn next. Teaching is
adapted so that all activities are accessible. Staff plan activities based on children's interests
which helps to motivate them to take part in the learning opportunities on offer. This is true
for all children including those with special educational needs and/or disabilities (SEND).
The curriculum is generally taught well. Communication and language development is a
priority at the nursery. Leaders and staff understand how this underpins other areas of
learning. Language is taught repetitively so children hear new words and retain it to build on
their existing knowledge of language. For example, staff sit with babies and repeat single
words to them, helping them to develop their early language skills. Maths is incorporated
into all activities such as including language that teaches size and space. For example, staff
help children to think about the size of cars they use to slide down ramps made of tubing.
Staff generally plan activities well, based on what children need to learn next. There are,
however, some inconsistencies in staffs understanding of what their intention is for children's
learning. The purpose of activities does not always fit with what children need to learn next,
and as a result, children's knowledge is not always challenged or extended. Staff do show
an awareness of this and quickly find other activities for children to take part in. This means
that children's learning is only minimally disrupted.

What it's like to be a child at this setting
Children at this nursery experience a nurturing and stimulating environment where they
develop the skills they need to move onto school. Staff know children well, getting to know
their individual needs and interests. They apply the curriculum flexibly to meet children's
needs, ensuring all children can access the learning opportunities on offer. Children develop
warm relationships with staff that help them to feel safe and secure. They become confident
and capable learners.
Children feel valued and included. They develop friendships with their peers easily. High
expectations of behaviour are embedded throughout the nursery. From an early age,
children learn to follow rules and be considerate of one another. They use manners and
learn to take on some responsibility. Children willingly wait their turn to use equipment and
resources, as they learn skills of cooperation and negotiation. The outdoor area is a space
where children thrive. The curriculum transfers seamlessly to the outdoors, with all areas of
learning being incorporated. Children have opportunities to experience an abundance of
learning; many having experiences they may lack at home. Children's enjoyment is evident
in the outdoor environment. They learn how to problem solve and think for themselves. They
learn about nature and learn to take risks safely. Children's physical and mental health is
promoted due to having regular outdoor experiences. Children with special educational
needs and/or disabilities join in activities outdoors, as a result of staff ensuring their interests
are visible in the outdoor space.
Parent partnerships are positive from the moment children start at the nursery. Parents and
carers are informed about their children's experiences and staff share ways to support
children's learning at home. Leaders value parent contributions and understand the
importance of supporting the whole family unit. Children's regular attendance ensures they
benefit from the stability of routine and develop positive attitudes to learning.
Next steps
Leaders should continue to support staff to understand the purpose of the activities they
offer so that learning outcomes for children continue to improve.
Leaders should continue to review transitions so that children's welfare and wellbeing are
supported consistently.

Inspector:
Christine Ward
About this setting
Unique reference number (URN): EY386097
Address:
126 - 130 Lichfield Road
TAMWORTH
Staffordshire
B79 7SE
Type: Childcare on non-domestic premises
Registration date: 17/12/2008
Registered person: Footsteps Day Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Staffordshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 15 July 2026
Children numbers
About this inspection
The inspector spoke with leaders, practitioners, 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.

Age range of children at the time of inspection
0 to 4
Total number of places
116
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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