Step Start Nurseries Witham

Inclusion: Expected standard

Leaders and staff create a nurturing environment where all children, including those with special educational needs and/or disabilities, disadvantaged children and those known or previously known to social care, are welcomed and supported. Children's individual needs are typically identified through careful observations and discussions with families. Leaders use this information to plan support that helps reduce barriers to children's learning.

Staff demonstrate a secure understanding of children's needs. They receive appropriate training in the graduated approach and generally apply strategies consistently, so that children can join in successfully in routines and activities. Leaders work with parents and other professionals to plan support and ensure children get the help they need. They typically review children's progress and make adjustments so that support generally remains well matched to each child.

Leaders make purposeful use of additional funding and check the impact of this, so that the children benefit from any additional funding they are entitled to. As a result, most children engage positively, feel included and make steady progress from their starting points. Families generally feel listened to and know who to approach when they need additional guidance or support. Leaders respond promptly so that children can continue to take part confidently alongside their peers.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of the quality of the curriculum and teaching. They design an ambitious curriculum for all children and adapt it so that those with special educational needs and/or disabilities and those who face barriers to learning or wellbeing can participate fully. The curriculum is sequenced so that children build knowledge and skills over time.

Children's physical development is a high priority. Staff provide regular opportunities for babies to pull up to stand and practise early walking outdoors as they explore low-level equipment. Indoors, toddlers use climbing apparatus to develop balance, coordination and core strength as they progress through the curriculum.

Staff place a strong emphasis on communication and language. They model new vocabulary, narrate play and encourage turn-taking in conversations. During activities, staff use simple words and phrases to help children link actions to language. For example, when painting, staff repeat words such as 'dip, dip' to reinforce early vocabulary in meaningful ways. Children explore new concepts. Staff show them how to mix colours to create new ones and encourage them to experiment, such as by painting their hands.

Staff gather detailed information about children before they start. They use this alongside their assessments to check what children know and can do. Staff adapt teaching to meet children's different starting points. As a result, all children make steady progress.

Achievement: Expected standard

Children make secure progress through the curriculum, particularly in their communication, language and physical skills. Children show a love of books and enjoy listening to stories. Babies and toddlers gain confidence as they practise early walking, climbing and balancing. Older children refine their coordination through increasingly challenging activities indoors and outdoors. Pre-school children show growing confidence in early mathematics, using simple addition in their play and applying what they have learned in practical ways.

Children who are disadvantaged or who have special educational needs and/or disabilities build their knowledge securely from their starting points. They show that they know and understand the daily routine. Children enjoy taking part in activities that are accessible to all and planned to meet their individual needs. As a result, children are settled and continue to make steady progress.

Pre-school children develop the skills they need for their eventual move to school. Transitions between rooms are managed well, helping children feel ready for their next stage and supporting positive attitudes to learning.

Behaviour, attitudes and establishing routines: Expected standard

Children benefit from a positive environment where expectations for behaviour are generally clear and consistently applied. Staff model kindness and good manners, praising children's efforts and encouraging them to play cooperatively. As a result, children build respectful relationships and learn to play well with others.

Well-established routines help children feel safe and understand what will happen next. Children respond well to simple, calm instructions and are developing an awareness of what staff expect. For example, older children generally wait for their name to be called before leaving circle time.

Staff recognise when children need extra help to manage their emotions. They use shared stories, small-group discussions and gentle reassurance to support children to understand and express their feelings.

Transitions between rooms are generally managed well. Staff share information effectively, prepare children carefully and offer ongoing reassurance, helping them settle quickly and feel confident in their new environment.

Leaders promote regular attendance and work closely with parents to highlight the importance of consistency for children's development. Through daily routines, staff build children's independence, such as encouraging them to wipe their faces after meals and dispose of their rubbish, helping them develop responsibility and positive habits.

Children's welfare and wellbeing: Expected standard

Leaders and staff create a welcoming environment where all children, including those with special educational needs and/or disabilities and those who face other barriers to learning or wellbeing, feel valued. Children benefit from well-planned settling-in arrangements that help them build trusting relationships quickly. Staff prioritise children's emotional wellbeing by forming warm, supportive relationships. Care routines, including sleeping and mealtimes, are adapted to meet each child's individual needs, helping them feel settled and secure throughout the day. Staff recognise when children need extra comfort and provide reassurance and cuddles when needed, which helps them feel safe and develop confidence. Children behave well and play harmoniously, showing kindness and consideration towards their friends.

Children spend regular time outdoors, which supports their physical development and contributes positively to their wellbeing. Indoor and outdoor activities provide meaningful opportunities for them to build strength, develop coordination and form positive attitudes towards physical activity. Meals are nutritious and encourage children to make healthy choices, helping them understand how to look after their bodies.

Children receive positive praise and encouragement, which supports their self-esteem and understanding of expectations. Staff help children identify and manage their emotions through books, discussions and everyday activities. For example, children are encouraged to think about what makes them happy and share this with friends. This promotes emotional awareness and encourages positive social interactions.

Leadership and governance: Needs attention

The provider did not inform Ofsted of a notifiable event. Leaders responded promptly and put further risk assessments in place to maintain children's safety. As a result, Ofsted does not intend to take further action in relation to the non-notification.

Leaders have identified strengths within the nursery and have developed a broad curriculum that supports all children's learning, including those with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing, across all areas of development. However, while a programme of staff supervision is in place, it has not been implemented effectively. This reduces leaders' ability to monitor practice thoroughly, which means inconsistencies in the implementation of the curriculum are not always identified or addressed promptly. Despite this, staff say they feel happy in their work and feel that they can approach leaders for support.

Leaders have taken steps to reduce pressure on staff by arranging consistent agency workers who know the routines of the nursery. This has helped provide stability for children and supported staff during periods of growth and challenges with recruitment.

Leaders have ensured that recent staff training is used effectively. Staff apply learning well, including making purposeful changes to the environment for babies, which has improved the quality of experiences for babies and young children.