Little Robins Day Nursery

Inspection of Little Robins Day Nursery 178 Robin Hood Lane, Hall Green, Birmingham, West Midlands B28 0LG

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Some areas of this nursery are not yet good. The arrangements for teaching do not support children effectively to make the progress they are capable of. For example, children engage with foam letter shapes and make attempts to copy these letters on the board with their pens, but they do not know how to hold their pens correctly. Although children know the letter names and are keen to share this knowledge, they do not yet know the sounds that these letters make. Staff do not yet understand the order that children need to be taught to acquire these skills that would enable them to make consistent progress over time.

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The provision requires improvement

However, children come into the nursery smiling and are greeted by warm, friendly and familiar staff. On arrival, children select from the resources that interest them. They have built close relationships with staff, who know them well. This helps children to feel safe and secure in their care. Children learn to manage simple tasks for themselves, such as tidying up. They develop independence. For example, children wash their hands and put on their own shoes. Children receive lots of praise from staff for their efforts and achievements. This helps to increase their confidence in their own abilities. Because of the weaknesses in the quality of teaching, children do not gain all of the skills and understanding they need to prepare them for their next stage in learning and the eventual move on to school.

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need to do better?

n The curriculum for children's learning is not ambitious enough to ensure that children make at least typical progress in their development. Although key persons have some understanding of each child's stage of development, they do not use this knowledge effectively to decide what children need to be taught. Therefore, children do not acquire the essential skills they need to build on their existing learning to prepare them for their next stage of learning. For example, children sit around a tray of cooked spaghetti with a range of one-handed tools. They struggle to use the knives and scissors to cut the pasta as staff make no attempts to show children how to hold and use these tools correctly. n Staff are kind and engage children in conversations. They routinely include counting and colour recognition. However, most questions require limited responses from children. Staff do not ask children questions to extend their

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need to do better?

thinking or encourage children to use their wider vocabulary. This impacts on the progress that children make in their communication and language development. However, children with special educational needs and/or disabilities (SEND) receive appropriate support through targeted plans. This ensures that these children make steady progress. n Leaders and managers provide children with a clean and welcoming environment. They provide staff with regular supervision and the mandatory

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need to do better?

18 May 2023 training that is required. However, the monitoring of staff practice does not help leaders to identify or address the weaknesses in the quality of teaching and the interactions children receive. Therefore, leaders do not provide staff with the training and support they need to improve their understanding of what children need to learn when and how this can be taught. n The arrangements for some of the routines of the day do not help to maximise the time children spend engaging in purposeful play and learning. At times, children sit on a carpet together waiting and occupying themselves while staff set out tables in preparation for lunch and later when they prepare and set out activities. Consequently, children become bored and disengaged. However, children do behave generally well. They respond well to staff's reminders to be kind to one another and routinely show good manners. This is because staff are

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need to do better?

positive role models, showing kind and respectful behaviours with each other and with children. n Children learn about living a healthy lifestyle. Staff talk about the food they eat and why it is good for them. They talk with children about the importance of brushing teeth and how physical activity helps them to be healthy. n Parents are happy with the nursery. They report that their children enjoy attending. Parents say that staff are friendly and supportive. They value the feedback they receive about their child's care and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff, leaders and the manager know possible signs and symptoms that indicate a child may be at risk of harm and abuse. They know the local procedures they must follow to report any child protection concerns or in the event that an allegation is made against leaders, managers or any members of the staff team. Leaders undertake rigorous recruitment procedures, suitability and health checks to ensure that staff are suitable to work in the nursery. The required documents are well maintained and records are accurate. This contributes to the safety and welfare of the children.

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Due date

make sure staff focus on teaching the essential skills to prepare children for their next stage in learning 23/07/2023

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Due date

18 May 2023 improve the effectiveness of staff verbal interactions with children to gain the best possible outcomes for children's communication and language development 23/07/2023

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Due date

monitor the quality of staff teaching more effectively to identify and address the weaknesses in practice through training, support and coaching that will increase their skills and understanding. 23/07/2023

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should:

n ensure that routines of the day do not impact on children's continued engagement in purposeful play and learning.

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Setting details

Unique reference number 2632425 Local authority Birmingham Inspection number 10281164 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 48 Number of children on roll 48 Name of registered person Coppice Childcare UK Ltd

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reference number

Telephone number 0121 608 5552 Date of previous inspection Not applicable

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Information about this early years setting

Little Robins Day Nursery re-registered under Coppice Childcare UK Ltd in March 2021. It is situated in the Hall Green area of Birmingham. The nursery employs three members of childcare staff, all of whom hold appropriate early years qualifications at level 3. The nursery operates all year round from 7.30am to 6pm, Monday to Friday. The nursery provides funded early education for three- and four- year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken this into account in the evaluation of the provider. n The childcare manager and the inspector had a learning walk together to discuss the organisation and intent of the curriculum and how the environment is arranged. n The inspector observed the quality of teaching throughout the inspection and considered the impact this had on children's learning. n A joint evaluation of the quality of teaching during an activity took place between the childcare manager and the inspector. n The inspector spoke to parents at appropriate times and took account of their views of the nursery. n The inspector spoke to children and staff at appropriate times during the inspection. n The inspector held a meeting with the nursery's managers and discussed how

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Inspection activities

the nursery is organised. The inspector reviewed relevant documentation, including evidence of the suitability of staff working at the nursery.

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Inspection activities

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.

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Inspection activities

18 May 2023 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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