Spon Lane Day Nursery

Inspection of Spon Lane Day Nursery 93 Spon Lane, West Bromwich, West Midlands B70 6AB

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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

Leaders aim to create a home-from-home environment where they celebrate each child as unique individuals. Staff create a welcoming environment where children feel secure and valued. They know the children well and use this knowledge to plan their teaching. Staff respond warmly, using praise, hand signing and routines to help children feel understood and confident. They support transitions carefully, so children feel secure as they move between rooms and routines.

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The provision is good

Leaders have designed a curriculum that builds steadily from babies to pre-school. It is shaped around children's interests and what they need to learn next. Each room has clear learning priorities, for example turn-taking in toddlers and emotional awareness in pre-school. Staff plan activities that link to these goals and adapt them for individual children. They use visual prompts, focus stories and interest boxes to help all children take part. Children build confidence, strong communication skills and independence.

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The provision is good

Children behave well and respond positively to the consistent approach of staff. Staff expectations are clear. They use simple language and tools such as sand timers to support turn-taking and cooperation. For example, when children finish using a cycling helmet, they offer it to friends without staff prompting them. Children start to manage their behaviour independently.

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need to do better?

n Leaders have established clear systems to monitor practice and evaluate what works well for the children and their families. They seek the views of staff and parents and use this feedback to shape improvement priorities. A recent focus on behaviour management has led to positive changes and a consistent, progressive approach across the setting. n Leaders are committed to staff's professional development and create a culture where staff feel supported and valued. Apprentices receive regular guidance and time to complete training tasks, while new staff benefit from well-planned induction arrangements. Staff have access to relevant training, such as recent courses on inclusion, and strategies to close learning gaps. n Leaders and staff value strong partnerships with parents and work hard to build trust. They communicate regularly through face-to-face discussions, written reports and digital platforms. Parents feel involved in their children's learning

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need to do better?

and speak positively about how staff listen to them, act on their feedback and work in partnership to support children's progress at home and in the setting. n Leaders and staff use a well-developed assessment system that is applied consistently. They identify children's progress and next steps accurately, using this information to shape teaching and plan targeted support. Leaders monitor

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need to do better?

7 July 2025 assessment closely to ensure that all children are making progress. n Leaders and staff work closely with outside agencies to ensure children with special educational needs and/or disabilities (SEND) get the right support at the right time. They act on advice from other professionals to plan targeted interventions that meet children's communication and learning needs. n Staff provide well-chosen resources indoors that support the younger children's early exploration and play. However, they do not yet plan consistently for physical challenge in both the indoor and outdoor areas. This reduces opportunities for large muscle development and risk taking. n Staff provide regular outdoor learning and set up a range of activities that engage older children's interests. However, they often replicate indoor provision outdoors without fully considering how to use the outdoor space to offer broader experiences that support children's learning across all areas.

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need to do better?

n Children show high levels of curiosity and enthusiasm in their play. In the mud kitchen, they plan a pretend birthday party together, assigning roles and gathering props with confidence. They engage socially, using language like, 'I'm the special helper,' and building ideas together. These interactions show their enjoyment of learning and their growing ability to cooperate, imagine and express themselves clearly. n Staff promote children's independence and healthy habits through routines and play. Oral hygiene is a key focus, with children taking part in toothbrushing activities, singing toothbrushing songs and learning about caring for their teeth through role play. Children understand how to look after their health from an early age. They take on meaningful roles, such as helper of the day, which builds confidence, responsibility and a sense of belonging. n In response to a post-COVID dip in communication skills, leaders have converted

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need to do better?

a former sensory room into a dedicated library space and introduced a lending library to encourage shared reading at home.

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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 enhance opportunities for younger children to build physical confidence and strength across the learning environments n consider how outdoor activities are planned for the older children to fully extend their learning experiences and make the best possible use of the available space.

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Setting details

Unique reference number EY542278 Local authority Sandwell Inspection number 10392204 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 40 Number of children on roll 43 Name of registered person Spon Lane Day Nursery Limited

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reference number

Telephone number 01213571370 Date of previous inspection 9 August 2019

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Information about this early years setting

Spon Lane Day Nursery registered in May 2017. The nursery operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and one week at Christmas. The nursery offers funded early education places. The setting employs 13 childcare staff, 12 of whom hold appropriate early years qualifications between levels 2 and 6.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children interacted 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 spoke with the nominated individual/registered individual about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. 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 The inspector carried out a joint observation with the manager. n Parents shared their views of the setting with the inspector.

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Inspection activities

n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in 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

7 July 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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