URN EY543929 · Inspected 2026-07-24 · Published 2026-09-10 · Inspector: Joe Groom
Little Steps Nursery & Pre-School Unique reference number (URN): EY543929 Address: 1229 Warwick Road, Acocks Green, BIRMINGHAM, B27 6PX Type: Childcare on non-domestic premises Registered with Ofsted: 03/04/2017 Registers: EYR, CCR, VCR Registered person: Little Steps Academy Limited Inspection report: 24 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. Expected standard Achievement Expected standard Children generally make progress from their starting points across all areas of learning. Children with special educational needs and/or disabilities and those with barriers to learning receive support which is closely aligned with their areas of need. For example, information shared by speech and language therapists is used to provide targeted one-to- one activities to support children's communication and language development. Overall, children's mathematical development is focused on more clearly with older children, as staff complete regular assessments to identify any gaps in children's understanding. For example, children have been provided with activities which focus on the use and understanding of positional language. This supports older children to make progress in maths. Children's emotional development is prioritised and, as a result, they are confident to express their own interests and make independent choices. For example, children select different craft materials they would like to use. Behaviour, attitudes and establishing routines Expected standard Staff consistently model respectful interactions and support children to understand clear, age-appropriate boundaries. They encourage positive behaviours such as sharing, taking turns and cooperating with others. For example, children are supported to take turns with role-play resources and are given opportunities to take on small responsibilities by helping with routines, such as tidying specific areas of the room. Staff generally recognise when children, including those with special educational needs and/or disabilities, require additional support to regulate their emotions and behaviour. They respond sensitively by adapting routines and provide appropriate strategies to meet individual needs. For example, staff use movement activities, obstacle courses and dancing to help children express their emotions and develop self-regulation skills. Expectations for children are adjusted thoughtfully, such as gradually increasing the amount of time children are expected to remain seated during mealtimes until they are ready to join with the full lunchtime routine. Daily routines are typically embedded, enabling children to move confidently and independently between different parts of the day. Overall, children make purposeful choices about activities that interest them and remain engaged for sustained periods of time. Leaders have effective systems in place to closely monitor children's attendance. They understand the importance of attendance, and, where appropriate, conduct welfare home visits to promote children's wellbeing. Children's welfare and wellbeing Expected standard Children are happy and settled in the setting. Leaders and staff prioritise children's wellbeing by providing a tailored settling-in approach designed to meet the needs of each child. The key-person system is well embedded, and staff have a detailed understanding of children's individual care needs. For example, staff are aware of significant changes in children's home lives, such as the arrival of a new sibling or changes to family circumstances, and adapt their support accordingly. This helps children to feel safe, secure and emotionally supported. Staff are responsive to children's care routines and encourage them to develop independence by using the toilet and washing and drying their hands. Staff supervise children closely during mealtimes to promote safe eating. They work closely with parents and carers to promote healthy eating for those children who bring a packed lunch into the setting. Staff demonstrate a secure understanding of safer sleep practices. They monitor sleeping children regularly and ensure younger children's sleeping positions remain safe. Staff typically promote children's physical wellbeing effectively by providing regular opportunities for them to be physically active. For example, staff consider the amount of time children engage in vigorous physical activity as they plan activities such as obstacle courses and ring games in the outdoors. Children enthusiastically participate in music and movement sessions, which help them develop coordination and confidence as they move in a variety of ways. Older children are encouraged to take responsibility for meeting their own personal care needs, recognising when they are hot or thirsty and independently accessing drinking water. Inclusion Expected standard Leaders and staff identify and assess children's individual needs promptly. They work closely with parents and carers to identify where children may need further support, ensuring parents are kept informed about their child's progress and any additional support that may be required from external agencies. Children with special educational needs and/or disabilities and those who are known to children's social care typically receive targeted support that enables them to make progress and access the curriculum. For example, staff implement a 'sensory circuit breaker' strategy which supports children to regulate how they are feeling and remain focused as much as possible. Leaders regularly review children's progress and update each child's support plan so that it accurately reflects the support children need at the time. Leaders and staff have a clear understanding of the different barriers to learning children face and take appropriate action to ensure children are well supported. They recognise when children may have experienced situations outside of the setting that impact on their emotional development and provide opportunities for children to take part in small one-to- one activities with their key person. In addition, leaders ensure that the use of extra funding is closely matched to children's individual needs. For example, leaders have provided trauma training for staff to enable them to develop a clearer understanding of the challenges children may be experiencing and how best to support them. Staff ensure children learning English as an additional language are generally supported. Staff work with parents to learn familiar words and phrases that help children feel safe and Needs attention secure in the setting. For example, staff learn how to communicate key words such as 'drink' and 'toilet'. Leaders have developed positive relationships with professionals and external agencies, including the local authority and speech and language therapists. They work collaboratively with outside professionals to ensure children receive additional support when required. For example, leaders support the education, health and care plan process to help ensure children have a successful transition to school. Leadership and governance Expected standard Leaders have an in-depth understanding of the needs of families who attend the setting and the barriers to children's learning. They work closely with families to ensure children receive the support they are entitled to and recognise that each child requires different levels and types of support. Parents and carers speak highly of the setting. They comment that the support they receive from leaders is rooted in kindness, flexibility and understanding. Parents value the individual support children receive through the well-embedded key-person system and appreciate being kept informed about their child's progress. Leaders work collaboratively with a range of professionals to support children to make progress, including the local authority inclusion team. They work closely with local primary schools, sharing information about children's progress to ensure children experience a smooth and successful transition. Leaders prioritise children's welfare and work in partnership with schools to complete welfare home visits where appropriate, helping to promote good attendance. Leaders prioritise staff wellbeing and generally develop positive working relationships with staff to identify when they may need additional support. Staff feel well supported and benefit from access to a range of online training opportunities and regular supervision meetings. Leaders have a clear understanding of the setting's strengths and priorities for improvement. They accurately evaluate the quality of teaching and identify ways in which practice can be strengthened further. For example, leaders plan to provide additional training to develop staff's confidence in teaching mathematics and implement coaching strategies to ensure the quality of teaching becomes consistent. Curriculum and teaching Needs attention Leaders have developed a sequenced curriculum for each age group, which is understood by staff. However, the quality of teaching is not yet consistent across rooms. For younger children, staff do not always consider how mathematics can be embedded into everyday activities. As a result, younger children are not consistently provided with opportunities to develop their understanding of mathematical concepts. In contrast, older children are introduced to positional language as they use construction blocks to create structures, placing a toy teddy bear on and under the bridge they have built. They are also introduced to number names. Leaders have identified the need to strengthen children's mathematical learning and have plans in place to address this, although these are in the early stages of implementation. There are also inconsistencies in the quality and range of interactions children experience. Staff do not always adapt their teaching to extend children's thinking or develop their ideas further. For example, staff repeatedly ask the same questions when children are playing outdoors, limiting opportunities to assess children's understanding and use this information to inform future teaching. Younger children are not always given sufficient time to process and respond to the language they hear. For example, stories are sometimes read too quickly, resulting in children losing focus. However, babies' communication and language skills are supported, as staff sing a range of nursery rhymes and songs. Staff plan activities based on children's interests and identify the skills they want children to develop. For example, staff support children in the home corner as they role play with different foods and encourage them to take turns with available resources. Children have daily access to the outdoor space and are encouraged to take risks by climbing upstairs on the slide. Staff encourage children to develop their physical development. For example, babies squeeze the water out of different sponge rollers. 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 Younger children do not always experience teaching and interactions that consistently support the development of their mathematical knowledge and skills. Staff do not always provide consistently high-quality interactions that encourage children to extend their thinking. For example, there are occasions when children are asked the same questions repeatedly or experience extended periods without meaningful interaction. Children are happy and settled at the setting. They confidently express their preferences and interests. Generally, children play cooperatively together and form positive friendships. For example, children dress up as superheroes and take on different roles within their play. Babies form secure attachments with their key person, who responds sensitively to their individual needs. They regularly seek reassurance from familiar adults and invite staff to join their play. For example, babies become fascinated as they explore the environment alongside adults using magnifying glasses. Children confidently move in different ways as they copy a range of dance movements. Younger children confidently navigate and climb the stairs of a small climbing slide outdoors. Children develop a strong sense of belonging and feel secure in the environment. Staff regularly recognise children's achievements through verbal praise, encouragement and rewards such as stickers. Children typically behave well and follow well-established routines. They transition between different parts of the day successfully as staff provide gentle support. Children with special educational needs and/or disabilities are well supported, as staff continually reflect on how routines and the environment can be adapted to meet individual needs. For example, staff recognise when noise levels in the environment may be causing children to become overwhelmed and make appropriate adaptations to support children. Parents praise the Inspector: Joe Groom About this setting Unique reference number (URN): EY543929 Address: 1229 Warwick Road Acocks Green BIRMINGHAM B27 6PX support they receive from leaders and staff, as they share how the caring relationships formed by staff and children support their children to make progress in the setting. Next steps To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date: Action Completion Date support staff to teach mathematical concepts across all age groups consistently, with particular focus for the younger children 21/08/2026 support staff to implement high-quality interactions and teaching methods more consistently across all age groups 21/08/2026 About this inspection The inspector spoke with leaders, special educational needs coordinator, staff, children and parents during the inspection. We carried out this inspection under sections 49 an 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. Type: Childcare on non-domestic premises Registration date: 03/04/2017 Registered person: Little Steps Academy Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Birmingham Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 24 July 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 90 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. 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