Streetsbrook Childcare

Inspection of Streetsbrook Childcare Streetsbrook Infant & Early Years Academy, Ralph Road, Shirley, Solihull B90 3LB

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Overall effectiveness Good

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

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The provision is good

Children are welcomed into the setting by warm, kind staff who foster strong, nurturing relationships. This supportive environment helps children feel at ease and excited to explore the range of stimulating, carefully planned activities tailored to their interests and developmental stages. The staff place a strong emphasis on communication and language development. They encourage conversations, sing songs, read stories and deliver engaging phonics sessions. For children who are nonverbal, staff use signing and picture cards to support communication. These strategies help all children develop confidence in their communication skills and make good progress.

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The provision is good

Children's emotional well-being is prioritised through thoughtful routines and practices. During registration, staff encourage children to share their feelings, promoting emotional awareness and helping them feel heard and valued. Visual timetables and calming music support smooth transitions throughout the day while positive behaviour is consistently modelled. For example, during a game of scooping and counting pretend ice cream, staff calmly remind children to take turns, teaching cooperation and social skills. As a result, children behave well, show kindness to one another and willingly share resources.

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need to do better?

n Leaders have designed a curriculum that incorporates staff's strengths into the planning process, creating an engaging and effective experience for all children. Staff well-being is prioritised through measures such as a buddy system for new team members and regular staff supervision. This supervision helps identify training needs and provides additional support, ensuring staff feel valued and confident in their roles. n Leaders and staff regularly reflect on the curriculum and use assessment to guide improvements. They track children's progress and identify areas where changes can enhance learning. For example, after reviewing children's progress in mathematics, leaders and staff adapted the curriculum in this area. Timely assessments and reflections ensure that the curriculum continues to meet the needs of all children, driving continuous improvement in the setting. n Parents speak highly of the setting and comment on how staff make children feel

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need to do better?

safe and nurtured. Leaders and staff hold regular parent consultations and promptly implement support strategies, ensuring all children make good progress. The parent representative system allows parents to feel their voices are heard, strengthening communication and developing a strong partnership between home and the setting. This approach helps parents feel involved and connected, creating a positive, collaborative environment for their child's growth and development.

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need to do better?

22 January 2025 n Children engage in hands-on activities that strengthen their mathematical development. For example, they stack and count cups, and then use pipettes to squirt water into bottles, reinforcing number skills and understanding of volume. Younger children scoop cereal into different-sized containers, helping them grasp concepts of quantity and measurement. Staff guide and support children to explore these mathematical concepts in a fun, engaging way. n Staff encourage children to take responsibility for tasks and promote their growing independence. For example, children wash their hands, serve their own food at snack times and scrape their plates, which supports their personal self- care skills. However, staff sometimes step in too quickly to complete tasks that children could manage themselves, such as taking off hats and scarves or zipping up their coats. As a result, children do not benefit from all opportunities

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need to do better?

to further develop their independence. n Children thrive from a rich set of experiences that actively shape their development. They take part in events like the school marathon, which helps ease their transition by familiarising them with the school. Children enjoy joining in with special days like the 'Polar Express', where staff get into character to take them on a magical journey to the 'North Pole'. These carefully planned events help children learn through experiences, promoting their personal growth. n Children have ample opportunities for physical development through active play in the outdoor areas and school hall. They race on balance bikes, splash in water play, kick footballs, dig in the sandpit and climb on outdoor equipment. These activities help build coordination, strength and spatial awareness. In the hall, they shout 'shark attack' during a game of 'little fishes', negotiating space

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need to do better?

around hula hoops and racing to stand in the remaining hoops. This enhances their balance, decision-making and cooperation skills.

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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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should:

n support children to complete tasks for themselves to help them develop their independence skills even further.

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Setting details

Unique reference number EY543263 Local authority Solihull Inspection number 10372651 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 143 Number of children on roll 93 Name of registered person Streetsbrook Infant & Early Years Academy

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reference number

Telephone number 0121 7445245 Date of previous inspection 30 April 2019

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Information about this early years setting

Streetsbrook Childcare registered in 2017 and is located in Solihull. The setting employs 17 members of childcare staff, all of whom hold appropriate early years qualifications at level 3 and above, including three who hold level 6 qualifications. The setting opens from 7.30am until 6pm, Monday to Friday, all year round, except for bank holidays and a week at Christmas. It provides different sessions for day care, nursery wraparound care, out-of-school and holiday care. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector sampled relevant documentation and reviewed evidence of the suitability of staff working at the setting. n Several parents shared their views with the inspector during the inspection through discussions. n The manager and the inspector carried out a joint observation of an activity taking place. n The inspector observed the interactions between children and staff and evaluated the quality of education being provided, indoors and outdoors, and assessed the impact 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

22 January 2025 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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