Lets Play Nursery

Inspection of Lets Play Nursery 25-27 Redstone Farm Road, Hall Green, BIRMINGHAM, WEST MIDLANDS B28 9NU

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

All children thrive in this nurturing and inviting nursery. Leaders are passionate about providing children with the very best start to their early years. This ethos is shared by a committed staff team. Staff carefully consider the different experiences children bring with them. They pride themselves on prioritising outcomes for their most disadvantaged children. Staff enhance the learning environment with resources that represent children's current fascinations. They ensure that the resources are readily available so that children can use them in their play to practise what they have learned. Leaders use additional funding to ensure that it precisely benefits the needs of the children it is intended for. For example, children have access to instant-use cameras as they study their facial features and portraits. Children excitedly take photos of their friends and wait patiently for the images to develop. This thoughtful planning of activities and resources ignites children's

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The provision is outstanding

curiosity and thirst for learning. Children of all ages consistently demonstrate extremely high levels of interest and engagement. Their behaviour is impeccable.

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The provision is outstanding

Leaders and staff reflect deeply on current practice to make improvements to the nursery. They monitor the service they provide meticulously. This includes reviewing the quality of teaching and providing staff with bespoke training and support. They use this learning to build their ambitious and broad curriculum. Staff treat children with the utmost respect. 'With and not to' is woven through their practice. They speak gently and calmly to children. They value the children's opinion and choice to participate in care routines. Play and learning are never interrupted. Leaders are extremely successful at conveying their curriculum intent to the whole staff team. As a result, the teaching has a profound positive impact on what the children can remember and do. Strong and trusting relationships are built between staff and children. All children, including those with special educational needs and/or disabilities (SEND), make rapid progress from their various starting

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need to do better?

n Leadership in this nursery is inspirational. They ensure all staff receive highly effective professional development opportunities. Leaders blend different teaching approaches and training to best suit the needs of the children they serve. There is a strong focus on staff well-being, and therefore morale is high. n Children explore a variety of hands-on learning experiences that spark their natural curiosity. There are many interesting opportunities to use different media to make marks. For example, children mix paint with sticks and leaves as their tools. There is a mini-beach set-up for children to experience the feeling of sand between their toes. Children carefully draw shapes and letters in the sand. This helps to build their small hand muscles needed for their future writing.

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need to do better?

14 March 2024 n Staff provide numerous opportunities to those children who prefer to learn outside. Children move freely outdoors. They pretend to make soup and build a house for hedgehogs. They work together to add different 'vegetables' and stir the pot. Children confidently give instructions and share their ideas with others. Consequently, children are forming friendships and learning valuable skills of negotiation and teamwork. As a result, children are being very well prepared for their next stage in learning. n Children's communication and language are given the highest priority. Every child is read a story before nap time. Staff speak slowly and clearly to children. They ensure they give children enough time to think and respond to any questions. Staff clearly understand how children learn. Conversations are rich, and there is a buzz of excitement in the air as pre-school children confidently share their ideas of what they would like to do next. Their language is

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need to do better?

developing rapidly because of the high-quality interactions they receive. Children are extremely confident communicators, and they use a wide and varied vocabulary. n Support for children with SEND is excellent. The well-qualified special educational needs coordinator provides tailored support for children. She uses techniques she has learned in training, and she quickly recognises when children might need additional help. She works closely with other professionals to share valuable information. As a result, children with SEND get the early and ongoing support they might need. n Supporting parents with home learning is given the utmost priority. Staff provide tailored home learning ideas and activities. These are specifically designed to meet the individual interests and learning needs of the children. This helps to maximise and consolidate children's learning between home and nursery.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number 509372 Local authority Birmingham Inspection number 10317447 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 45 Number of children on roll 65 Name of registered person Belfield, Susan Lorraine

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reference number

Telephone number 0121 777 0304 Date of previous inspection 10 May 2018

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Information about this early years setting

Lets Play Nursery registered in 1995. The nursery employs 16 childcare staff. All 16 hold appropriate early years qualifications at level 2 and above. The nursery is open Monday to Friday from 7.30am until 6pm, all year round, with the exception of bank holidays. The nursery provides funded early education for two-, 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 that into account in their evaluation of the provider. n The deputy manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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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

14 March 2024 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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