Footsteps Nursery Lichfield Road
Footsteps Nursery Lichfield Road is a day nursery in Tamworth for children aged 0 to 4, with 96 registered places. Ofsted report card, 15 July 2026: Strong standard in 3 areas, Expected standard in 3 areas; safeguarding standards met.
126 - 130 Lichfield Road, Tamworth, B79 7SE
Key facts
- Type
- Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 0 to 4 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 96 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 17 December 2008 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Source: Ofsted report, inspection on 15 July 2026
Who runs it
Footsteps Nursery Lichfield Road is run by Footsteps Day Nurseries Limited (Ofsted register).
Latest inspection
- Inclusion: Strong standard
- Curriculum and teaching: Expected standard
- Achievement: Expected standard
- Behaviour, attitudes and establishing routines: Strong standard
- Children's welfare and wellbeing: Expected standard
- Leadership and governance: Strong standard
- Safeguarding standards met
Source: Ofsted, inspection on 15 July 2026. Contains public sector information licensed under the Open Government Licence v3.0.
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.
What Ofsted found in each area
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 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.
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.
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.
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.
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.
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'.
What the setting must and should do next
The provider should:
- 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.
Ofsted's words, from the report on the inspection on 15 July 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
Inspection history
Ofsted report cards (England, from November 2025)
Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.
The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.
Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.
Source: Ofsted reports
Funded childcare hours in England
All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.
Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.
Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.
The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.
Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)
Other nurseries nearby
- Coton Green Pre-School Nursery - Pre-school, Tamworth B79 8LX, ages 2 to 4, 40 places, 0.7 milesOfsted, 25 April 2023: Good overall; safeguarding is effective
- Little Oaks Pre-School - Pre-school, Tamworth B79 8JB, 20 places, 0.7 miles
- Orchard House Nursery - Day nursery, Tamworth B79 7RE, ages 0 to 4, 40 places, 0.9 milesOfsted, 3 May 2023: Good overall; safeguarding is effective
- The Coton Green Church Pre-School - Pre-school, Tamworth B79 9AA, ages 2 to 4, 35 places, 1.0 milesOfsted, 4 April 2022: Good overall; safeguarding is effective
- Central Preschool - Pre-school, Tamworth B79 8AH, ages 2 to 4, 24 places, 1.1 milesOfsted, 21 June 2024: Good overall; safeguarding is effective
Schools nearby
- Dunstall Park Primary School - Primary, 0.5 miles
- Coton Green Primary School - Primary, 0.7 miles
- Lark Hall Infant & Nursery Academy - Primary, 0.8 miles
- St Elizabeth's Catholic Primary School - Primary, 0.8 miles
- Thomas Barnes Primary School - Primary, 0.8 miles