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Barbies Footsteps

‘Barbies Footsteps’ is situated in St Peters Broadstairs and was opened in 2014 by Joanne Moat. Jo is the daughter of Barbara Pilcher who for the last 38 years has owned and managed ‘Barbies Playschool & Selwyn House Nursery School’ also in Broadstairs. Both settings are successfully run with limited spaces available. Both settings are also rated 'Outstanding' by Ofsted. 

Barbies Footsteps offers excellent facilities for your child, employing highly qualified staff who have excellent childcare qualities which enables them to give the best care and early years education for children aged 0-5 years.


Who to contact

Contact Name
Jo Moat
Contact Position

Where to go

Barbies Footsteps
The L E A D Centre
Dane Valley Road
St. Peters
CT10 3JJ

When is it on?

When is childcare available
Open All Year
Carescheme Age Range:
1 year(s), 2 month(s) to 3 year(s), 4 month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00 18:00
Tuesday 8:00 18:00
Wednesday 8:00 18:00
Thursday 8:00 18:00
Friday 8:00 18:00
Other Availability
We are Open all year except for bank holidays, two weeks over the Christmas period and two weeks in the summer holidays.

Other Details

Table of costs
Table of costs
AmountCost Type
£6.50 for children under two Per hour
£6.25 for children over two that are not funded Per hour
ECD Type
Day Nursery
Offers pickups
Cost details
Baby room (0-2 years) fees are £6.50 per hour
3-4 Year Old Funding?
2 Year Old Funding?
Total vacancies
Vacancies Details
Please contact for further information
Places Range
Places Range
Start AgeEnd AgePlaces
0 1 6
2 2 16
3 5 38
0 5 60
Immediate vacancies?
Contact Provider for Vacancy Details?
Vacancy Information Last updated Date
Cot Room, Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Toys/dolls, Dressing Up, Nursery, Outdoor Activities, Trike, Play House, Training Rooms, Puppets, Water Play, Quiet Room, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Reading, Refreshments, Books, Sign Language / Makaton, See-Saw, Sensory Room, Bike, Kitchen, Car Parking, Songs, Sleeping Area, Slide, Climbing Frame, Stories

see local offer 

Languages Spoken:
Wheelchair Access

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
30 Hours Partner Details (These are details of any other childcare provider(s) that this provider will work with to offer the 30 hours entitlement)

Our patterns of delivery are very flexible funding can be used between 9am - 4pm below are some possible example's that may suit you. 2,3 and 4 year old 15 hour FEE 9am -12pm totally free 5 mornings a week 1pm - 4pm totally free for 5 afternoons a week 9am - 2pm totally free 3 days a week 3 and 4 year old 30 hour FEE 9am - 3pm totally free 5 days a week, other variations are available and can be discussed on registration.

Service status


Local Offer

Special Needs Support

When any child starts the setting an initial settling in form is completed with the parent/carer and the child’s key person. This is to support the setting in getting to know the individual child and their interests. Starting points are also completed at this time which enables the setting to determine each child’s age and stage of development in line with Early years Foundation Stage (Development matters) curriculum. The starting points allow the setting to see areas of strength and any areas where extra support may be needed.

The setting carries out termly tracking of children’s progress against the Early years Foundation Stage (Development matters) curriculum and Milestone Assessment Toolkit to identify any areas that children might need extra support and to monitor what progress is being made.

Progress check at two is a statutory assessment that is completed at the age of two with the child’s key person and parent/carers, this is an opportunity to review and summarise the progress each child is making in the prime areas of development from the Early years Foundation Stage (Development matters) curriculum, it is also a time where any delays in development can be discussed and next steps put in place to support the child to make progress.  

My Unique Progress reports are also completed each term and follow the same structure as the progress review at two years. Parents/carers are invited into the setting for a consultation and a progress report is shared and discussed. 

All key persons in the setting are aware of how to refer any developmental or behaviour concerns that have been identified through observation during the child’s time in the setting to the SENCo. Parent/ carers will be made aware of any referrals taking place.

If a child has been identified as needing extra support they will be supported by the setting Special Educational Needs Co-ordinater (SENCo) who will liaise with the child’s Parents/ carers and key person. Support will then be put in place through targeted plans, personalised plans and appropriate intervention which is all individual to each child depending on their needs. 

At the setting we use the key person approach this allows Parent/carers and children to build good strong relationships with a familiar adult. You will be introduced to your child’s key person during their settling in visits and have the opportunity to communicate with them at drop off and collection times as well as at termly progress review meetings.

All parents have access to the online journal system that we use ‘Babys Days’ to share observation and photos which are linked to areas of development from the Early years Foundation Stage (Development matters) curriculum.

Three times a year your child’s key person will create a ‘My Unique Progress Report’ which will summarise all the learning they have achieved over the past term. Parent/carers will be invited in for a parent consultation to discuss the child’s progress and plan next steps along with any additional support your child might need with their key person.

If you child has a targeted or personalised plan in place to support their development this will be reviewed with Parent/carers every 6-12 weeks with either the key person or the setting SENCo. Outcomes for the child will be set together and targets will be shared to support collaborative working between home and the nursery setting.

If at any point Parent/carers wish to have an additional meeting to discuss their child’s progress with their key person/ SENCo or setting manager then additional meetings can be arranged by liaising with the setting manager. The setting operates with an ‘open door policy’.

The setting regularly works with outside agencies to support children’s individual needs such as Specialist teaching service, Speech and language therapy, Physiotherapy, Occupational therapy, Early support and Local Inclusion Forum Team. If the setting SENCo feels it is necessary to refer your child to an outside agency for extra support then you will be consulted and parental consent will be sought. Outside agencies will work in partnership with yourself and the nursery to best support your child. The setting may also make a referral for SENIF Funding (Special Educational needs Inclusion Fund) to help support your child’s needs.

The setting follows the Early Years Foundation Stage Framework which allows each key person to observe, assess and plan for each individual child based around their development and interests in all seven areas of development:

  • Personal, social and emotional development
  • Communication and language
  • Physical development
  • Literacy
  • Mathermatics
  • Understanding the world
  • Expressive arts and design

The best practice guidance is also used to ensure that the setting is meeting all children’s needs through universal practice, targeted and personalised levels of support. The setting will make adjustments to the setting to meet children’s individual needs where reasonably practical. Practitioners at the setting ensure they differentiate activities to allow all children to access and learn from activities planned.

At the setting we ensure each classroom is highly stimulating for children by providing a wide range of resources and a colourful environment for children to play and learn. Practitioners at the setting provide the main resource to help extend children’s learning and implement strategies such as Makaton to support language, using word reduced language and encouraging positive behaviour.

Practitioners at the setting are all trained in early years practice. Practitioners also take part in regularly training to gain further expertise, knowledge and teaching strategies and continue to develop their practice at the setting. Examples of training that practitioners have recently attended include, First aid, Safeguarding, Letters and sounds, Magic of maths, Autism awareness, Epi-pen training, English as an additional language, Every child’s a talker, Early talk boost, Positive relationships and Social development, Best practice guidance, Sensory training, Language for learning, Encouraging positive behaviour and much more…...

The setting also carries out targeted interventions to support children to make progress, these include small group sessions such as the Early talk boost, Mini movements, Clever hands, Upward spirals, Sensory breaks and Sensory circuits. These interventions are monitored to record the impact they have on children’s development and are changed and reviewed regularly to meet the needs of the children attending the setting.

The setting provides personalised and targeted plans for each child with additional needs and also intervention sessions are put in place that are unique to each child to support their individual needs.

The setting completes starting points with parents when each child starts at the nursery. These provide a base line assessment that can then be monitored to show the progress a child has made during their time at the setting. Monitoring of progress is carried out termly by the class supervisor and EYFS co-ordinator reflecting on observations that have been added by the child’s key person and parent/carer along with professional judgement. Parent/carers can discuss this at parent consultations or at reviews of personalised and targeted plans. By monitoring children’s progress it supports the setting in identifying areas where a child is in danger of falling behind, enabling practitioners to put in strategies, next steps, and interventions in place to support learning and progress.

All activities at the setting are risk assessed to be age appropriate and differentiated to make them accessible to all children attending the setting. The setting ensures that when trips and outing are planned there is high staff  to child ratio. All trips are risk assessed prior to taking place. The safety and wellbeing of all children is paramount and therefore on trips and outings parent/carers may be asked to support their child if it is seen as the best interest for their child.

The building of the setting is laid out over one level there are four steps to access the garden or an alternative route going round the building can be used to access the garden if needed.

The setting completes a transition form summarising each child’s development and highlighting areas of strength and any areas that may need support. Parent/carers can then give permission for this information to be shared with the child’s new school during a transition meeting. If a child is being supported by a targeted or personalised plan this information is also shared to ensure the school have a good understanding of the child’s needs.

At the setting we invite teachers from local schools to visit the setting and meet the children in an environment they are familiar with before starting their new school. We also plan lots of activities in the last term around transition to school including looking at photo’s of the children’s new schools and looking at and practising putting on their new school uniforms. We endeavour to make sure the children are well prepared for a smooth transition to their new school.

At the setting we regularly monitor children’s progress to ensure the plans and interventions we have in place are supporting the children’s needs to make progress. The setting SENCO regularly attends forums, LIFT meetings and training to regularly discuss the strategies used in the setting and ensure they are of the highest quality to meet the needs of the children attending the setting.

Parent/carers views and contributions are sought during regular parent consultations and their input into targeted and personalised plans.  All parent feedback is used to evaluate the effectiveness of the setting and to support the setting to continue to provide outstanding practice.

Here is some recent feedback from a parent of a child that attended Barbies Footsteps Nursery

“Barbies Footsteps have been fantastic with our son. As soon as they receive reports from the specialist teacher things are put into place immediately, we are always informed of our son’s progress and because of this our son has come on leaps and bounds. Barbies Footsteps always go above and beyond to meet the needs of each child.”

Please contact setting manager

The setting has a compliments and complaints book which can be found in reception area. All complaints will be dealt with promptly by the setting manger.


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