Rackets Pre-School Nursery

Inspection of Rackets Pre-School Nursery E.A.L.T.S, 14A Westbourne Road, Edgbaston, Birmingham, West Midlands B15 3TR

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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 Good

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The provision requires improvement

The organisation of the learning environment does not ensure children's educational needs are met. Staff do not ensure that children under the age of two have access to a separate room. This, along with weaknesses in the planning of the curriculum, means that children do not make as much progress in their learning and development as they could. Having said this, managers have identified these weaknesses and have plans in place to help raise the quality of the provision.

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The provision requires improvement

Staff are kind and caring and respond well to children's emotional needs. They offer children cuddles and comfort when upset or tired. This helps to promote children's emotional well-being. However, there are inconsistencies in the way staff manage children's behaviour. That said, children do learn to follow simple instructions, such as lining up at the door ready for outdoor play and holding their friend's hand while they walk around and explore the off-site gardens. Children enjoy using their imagination playing in the role-play area. Here, they make pretend meals and drinks for staff, visitors and their friends. Children develop their independence. For example, older children confidently get their high-visibility jacket from the bag and put this on ready to go outside. Babies learn to feed themselves at mealtimes.

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need to do better?

n Staff complete regular assessments on children and identify next steps for learning. However, they do not use these effectively to plan a curriculum that provides enough challenge to help children to make the progress of which they are capable. Children make choices from the activities on offer but because they do not offer enough challenge, children quickly become bored and disengaged. n Although there is a separate room for children under the age of two, staff do not use this space to benefit babies. Babies routinely spend their day in the same room as the older children, where the activities on offer do not meet their individual needs. This results in babies frequently wandering around the room not engaged in planned, purposeful play. As a result, they do not make steady progress in their learning. n Staff do not manage children's behaviour consistently. Children, on occasion, demonstrate unwanted behaviour, such as throwing toys or squabbling over

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need to do better?

resources. Staff do not manage this behaviour well enough, for example, while some ignore it others simply say, 'no thank you' or 'don't do that'. This does not help children to learn the rules of good behaviour. n Staff provide children with daily opportunities to visit and explore the large off- site gardens. Here, children enjoy learning about plants, flowers and nature. Children show excitement as they visit the large fishpond, comparing and talking about the different coloured fish they can see. They develop their physical skills

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need to do better?

22 May 2025 as they learn to negotiate the climbing frame on the playground. n Staff promote children's communication and language skills throughout the day. They engage them in meaningful conversations and discussions. For example, during a walk in the adjoining gardens staff talk to children about the different coloured flowers they can see. Children excitedly respond, saying, 'look I've found another yellow one' when they spot a flower of their favourite colour. n Staff help children to learn the importance of leading healthy lifestyles. For example, children are reminded to wash their hands before snack and mealtimes. Staff provide children with a range of healthy snacks and remind children of the importance of staying hydrated. Staff supervise children well while on outings to ensure their safety. Sleeping babies are placed to sleep in line with government guidance and are regularly checked by staff.

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need to do better?

n Parents spoken to are generally happy with the care staff provide for their children. They express how happy they are attending and value how kind and caring the staff are. Parents use an online app to find out what activities and events are being planned. n Staff understand their roles and responsibilities to safeguard children. They implement and understand an effective mobile phone policy. They supervise the children well, both within the setting and when on outings.

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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

ensure the curriculum is ambitious and challenging to meet the individual needs of all children 03/07/2025

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Due date

support staff to consistently manage children's behaviour to help them to learn the rules of good behaviour. 03/07/2025

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Setting details

Unique reference number 227182 Local authority Birmingham Inspection number 10403585 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 Sessional day care

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inspection

Total number of places 32 Number of children on roll 22 Name of registered person Rackets Pre-School Limited

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reference number

Telephone number 0121 454 2846 Date of previous inspection 24 May 2023

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Information about this early years setting

Rackets Pre-School Nursery registered in 2000 and is located in Edgbaston. There are five staff working directly with children. Of these, four hold relevant childcare qualifications at level 3. The nursery opens Monday to Friday, during term time only. Sessions are from 8am until 5pm. The nursery provides funded early education for eligible children.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector completed a learning walk with the manager to understand how the setting operates and how the curriculum is organised. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed a joint observation with the manager. n The inspector spoke with staff, the manager and children at appropriate times during the inspection. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation.

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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 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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