Puzzles Day Nursery

Inspection of Puzzles Day Nursery 1145 Bristol Road South, Northfield, Birmingham, West Midlands B31 2SL

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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 Inadequate

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The provision requires improvement

The quality of the curriculum is not yet good. Staff do not organise activities or routines effectively to maintain children's focus on learning. That said, leaders recognise where they need to implement further improvements and have devised targets to help the team raise the quality of the provision. Children arrive happy and settle quickly into the nursery. Staff comfort and reassure them through a nurturing approach that helps children feel safe and secure.

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The provision requires improvement

Children form friendships together. For example, children enjoy to role play. They act out familiar roles using the dressing-up clothes and invite their friends to join in. Staff encourage children to join in with discussions as they share their play dough creations. However, staff do not consistently remind children to use good manners. At times, children talk over each other or interrupt conversations. This means not all children learn respectful behaviours effectively.

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The provision requires improvement

Children enjoy their time in the garden as they explore the water activities or the ride-on tricycles and bikes. Staff encourage children to try things for themselves. They confidently ride on the bikes using their muscles to move themselves along, helping to develop their physical skills. Staff provide them with praise on their achievements, helping to boost their confidence.

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need to do better?

n Staff and leaders have made some improvements to the curriculum since the last inspection. However, not all staff fully understand the curriculum intent. Children enjoy some planned activities. However, they often lack challenge and do not build on what children already know. Staff are unclear about how to help children achieve their next steps. As a result, some learning is incidental. For instance, during a group activity staff introduce the different sea mammals. However, the activity lacks resources and staff inconsistently use the correct terminology to describe the creatures, such as referring to a whale as an 'animal'. This limits children's learning and understanding. Consequently, children are not consistently challenged and, therefore, do not always make the progress they are capable of. n Staff plan their day to include different experiences for the children, both indoors and outdoors. However, staff do not plan and organise routines effectively, which

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need to do better?

impacts children's engagement. For instance, during transitions to the garden, staff do not always prepare themselves and children wait for extended periods as staff are busy completing care routines. As a result, children become unsettled and occasionally display disruptive behaviour due to not knowing what is happening next. n Staff attend regular supervision with managers to discuss their key children and

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need to do better?

13 May 2025 identify any ongoing training to build on their professional development. Staff state they feel supported in the role and enjoy attending training. Staff comment their recent training for safe sleeping procedures has enabled them to implement effective practice to support children's rest times. n Children sit with staff and read familiar books. Children repeat phrases from their favourite stories. However, on occasions, children do not always listen and can disrupt others. For example, during group-story time, children become excited and talk over one another. Staff do not consistently use strategies to support turn-taking or help children understand how their behaviour affects others. As a result, children are not always consistently learning respectful manners. n The environment is safe and clean. Staff remain vigilant and ensure children's safety. They manage risks in the environment effectively and promote consistent

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need to do better?

hygiene routines, which children follow well. During mealtimes, children wash their hands prior to sitting at the table, serve their own food and pour drinks, supporting their independence and self-care skills. n Leaders and staff work effectively with external professionals and parents to support children with special educational needs and/or disabilities (SEND). Staff provide one-to-one support and use targeted approaches to help close gaps in learning. Staff maintain effective partnerships with parents. They provide parents with regular updates through daily feedback and an online app. Parents comment the staff are kind and caring.

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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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Due date

continue to build on and embed a good- quality curriculum to ensure that children are consistently challenged in their learning 16/07/2025

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Due date

ensure that staff are fully prepared and organised when planning activities and carrying out routines to meet children's learning needs. 16/07/2025

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should:

n support children more consistently to learn about turn-taking and how to respect one another.

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Setting details

Unique reference number EY301347 Local authority Birmingham Inspection number 10372094 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 32 Number of children on roll 50 Name of registered person Grimmett, Tanya Jeanne

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reference number

Telephone number 0121 476 4111 Date of previous inspection 21 November 2024

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Information about this early years setting

Puzzles Day Nursery registered in 2004 and is located in Northfield, Birmingham. The nursery employs 16 members of staff, 14 of whom work directly with children. Of these, two have early years professional status, seven hold a level 3 qualification and three hold a level 2 qualification and two are unqualified. The nursery opens Monday to Friday, all year round. Sessions are from 7am until 6.30pm. A before- and after-school club is open from 7am until 9am and 3.30pm until 6.30pm, Monday to Friday. The nursery provides government funded places for children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Parents shared their views of the setting with the inspector. n Children spoke with 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 and the manager carried out a joint observation of an activity. 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. n Staff spoke to the inspector about how they support children with SEND. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

13 May 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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