LITTLE LEARNERS CALSHOT LIMITED

Inspection of LITTLE LEARNERS CALSHOT LIMITED Calshot Primary School, Calshot Road, Birmingham B42 2BY

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Inspection date: 26 August 2025 - 15 September 2025

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Overall effectiveness Inadequate

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Children's safety and welfare are not assured. Safeguarding policies and procedures are not well enough understood by all staff. When possible child protection concerns arise, they are not acted on appropriately. Lead practitioners for safeguarding do not fully understand staff's concerns. These matters are not recorded or reported to other agencies in a timely way. This leaves children at risk of harm.

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The provision is inadequate

The quality of education for children is variable. During school holiday periods, children do not benefit from well-planned learning experiences. Some staff work term time only. This means that children do not benefit from a consistent key person, who fully understands their needs. As a result, children do not receive focused learning experiences to support their continued progress and development.

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The provision is inadequate

That said, children are settled in the nursery. They arrive happily and separate from their parents with ease. Children quickly find something to do. They select familiar books and sit with staff to read stories. Outdoors, children demonstrate their understanding about how to care for the world around them. They independently fill up watering cans to water their plants, and provide a safe space to care for the bugs they find under logs.

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need to do better?

n Staff, including lead practitioners for safeguarding, fail to recognise and respond to child protection issues and concerns. When staff identify potential causes for concern, action is not taken to record these accurately. Concerns about children are not shared with other agencies, in line with effective safeguarding policies and procedures. This means that children are not safeguarded. n Although children have an allocated key person, there are weaknesses in the key-person system that impact on children's learning. During school holiday periods, some children do not have a named key person present. Other staff help to meet children's care needs during these times. However, staff who are present are unclear about children's progress and developmental needs, including how to close gaps in their learning. As a result, children do not receive targeted educational experiences that support their learning and development.

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need to do better?

n Leaders and managers do not monitor staff's teaching and practice closely enough. Weaknesses in staff's knowledge, teaching and skills are not identified and addressed quickly enough to improve the quality of their work. Although staff receive some opportunities for supervision and training, this is not yet raising their teaching skills consistently to improve the outcomes for children. That said, staff comment that they feel supported by leaders and managers and are happy in their roles.

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need to do better?

26 August 2025 n Leaders and managers have some intentions for children's learning. However, the educational programme is predominantly delivered during school term times. This means that, during school holiday periods, children do not receive the same learning experiences. Although staff continue to provide children who attend with activities, these are not well planned or purposeful to meet their individual learning needs. n Staff build warm relationships with children, which helps them to feel happy and confident in their environment. Staff sit down and chat to children during their play. However, they do not provide enough opportunities for children to practise using language they have heard. Questioning is often closed, which does not encourage children to build on their communication skills. n Children generally behave well at nursery. They are kind towards each other and other living creatures. Children share resources and happily play alongside

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need to do better?

others. That said, because the activities provided lack challenge, children sometimes struggle to get deeply engaged in meaningful play and learning. They move on quickly, which impacts on their positive attitudes towards their learning. n Leaders and managers work in partnership with other professionals to support children with special educational needs and/or disabilities. They use assessment to identify gaps in children's development at the earliest opportunity. Leaders and managers work closely with other professionals to seek additional support to help children to achieve at the nursery. However, weaknesses in the key-person system mean that this support is not always fully effective. n Children have opportunities to develop their independence. For example, at meal and snack times, children confidently use different tools to serve their own food. They make choices about what they want to eat from a healthy variety of foods

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need to do better?

available. Staff work closely with parents to support children with toilet training.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure that all staff, including lead practitioners for safeguarding, understand how to identify and respond to possible safeguarding concerns about children in a timely way 15/09/2025

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Due date

26 August 2025 implement an effective safeguarding policy and procedure that ensures any child protection issues or concerns are recorded and shared with other professionals without delay 15/09/2025

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Due date

ensure that the key-person system consistently provides all children, including those with SEND, with support and learning that is tailored to meet their individual needs 15/09/2025

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Due date

provide staff with targeted supervision and training opportunities that addresses weaknesses in teaching and helps them to understand their roles and responsibilities 15/09/2025

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Due date

ensure that the curriculum is understood and delivered effectively by all staff to consistently promote children's learning and development. 30/09/2025

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should:

n help staff to recognise how to support children's communication and language development.

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Setting details

Unique reference number 2768404 Local authority Birmingham Inspection number 10417701 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 46 Name of registered person LITTLE LEARNERS CALSHOT LIMITED

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reference number

Telephone number 0121 675 6689 Date of previous inspection Not applicable

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Information about this early years setting

LITTLE LEARNERS CALSHOT LIMITED registered in 2024. It is situated in the grounds of Calshot Primary School in Great Barr, Birmingham. The nursery operates Monday to Friday, all year round. Sessions are from 8am until 5.45pm. There are eight members of staff employed. Of these, one holds qualified teacher status, five hold qualifications at level 3 and two hold qualifications at level 2. The nursery is in receipt of funded early education for children aged from nine months old.

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Inspection activities

n The inspection started on 26 August 2025. An inspector returned on 15 September 2025, to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. n The manager and inspector completed a learning walk to gather information about how the provision and curriculum are organised. n The manager carried out a joint observation with the inspector to evaluate the quality of teaching. n The inspector spoke to parents and carers and took account of their views. n The inspector spoke to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of teaching, indoors and outdoors, to assess the impact of this on children's learning. n The inspector spoke with the manager and the deputy manager about the leadership and management of the nursery. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

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

26 August 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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