Sami Care

Inspection of Sami Care Sami Care Ltd, 88 Wright Street, BIRMINGHAM B10 9SP

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are happy and well settled at this nursery. Staff offer a warm welcome to children and parents as they arrive and take time to seek information from parents to support children effectively. They provide a range of activities and experiences that include children's interests. Children show enjoyment as they play and explore the environment. Staff place a strong focus on promoting children's good health. They provide balanced meals and ensure children benefit from daily fresh air and physical play.

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The provision requires improvement

Since the last inspection, leaders have taken steps to improve the environment, strengthening arrangements to support children's well-being. However, there are weaknesses in leadership and management that are hindering the nursery achieving an overall good standard.

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The provision requires improvement

Staff set clear expectations for behaviour, underpinned by kindness, respect and fairness. They act as positive role models, using consistent praise and encouragement. Consequently, children behave well. They learn to manage their feelings and develop the skills needed to resolve conflicts appropriately.

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need to do better?

n Leaders do not have a secure understanding of their roles and responsibilities. Although there is experienced leadership in place, insufficient support and a lack of clear delegation, such as the absence of a deputy manager, limit the effective development of the role. Staff are committed and complete training that equips them for their roles, and they feel their well-being is considered. However, they do not benefit from effective supervision sessions and appraisal meetings, which reduces opportunities to reflect on practice and drive improvements. n Staff are effective key persons who build trusting relationships with children and families, helping children to settle quickly and feel secure. However, the induction for new and newly appointed staff is not sufficient for them to fully embed their understanding of policies, procedures and practice before working directly with children. Opportunities to provide targeted support, monitor staff

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need to do better?

well-being and drive improvements in practice are not well managed. n Staff have taken some steps to address recommendations identified during their last inspection. For example, they have introduced a daily timetable to support transitions and help children remain engaged. However, due to the weaknesses in staff supervision and the monitoring of their practice, some care practices and routines are still not managed consistently. For example, children wait too long for food at mealtimes without support or interaction and become restless and frustrated. This does not successfully promote their personal development. n Overall, staff create an engaging environment that motivates children to explore

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need to do better?

11 September 2025 and learn. They plan activities around children's interests, which keeps them engaged in play. For example, children enjoy working together to build towers with foam bricks. They laugh with delight when the towers topple and eagerly rebuild them, showing perseverance and determination. Staff extend learning by modelling language such as 'tall', 'taller' and 'bigger', which supports communication and introduces early mathematical concepts. Children develop problem-solving skills, build confidence in their abilities and cooperate well with their peers. n Staff help children learn about diversity through stories, celebrations and activities that introduce them to different cultures and communities. However, planning and resources do not consistently reflect the full range of children's backgrounds and wider society. This means children do not always see their own or others' identities represented in play and learning, which reduces the

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need to do better?

development of their sense of identity and belonging. n The nursery fosters strong relationships with parents. Parents report positively about the setting and that their children enjoy attending. Children feel secure, settle quickly and are confident to take part in learning. n Staff provide strong support for children with special educational needs and/or disabilities (SEND). They understand the specific, and sometimes complex, needs of each child and work closely with parents and other agencies to ensure that children with SEND receive the support they need. The nursery makes effective use of additional funding to provide resources and equipment, such as a sensory room, which are used to meet children's individual needs. Consequently, children with SEND continue to make progress alongside their peers. n Staff read stories with expression, which captures children's interest and maintains their focus. They skilfully ask questions and encourage discussions

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need to do better?

about the books they read. This supports children's communication and language development. Staff revisit stories to prompt further conversations about themes such as friendship and feelings. Children develop a love of stories, extend their vocabulary and begin to understand feelings and relationships in ways that are meaningful to them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

11 September 2025 appoint a suitably qualified, named deputy manager, who is capable and qualified to take charge in the manager's absence 31/01/2026

p.3

Due date

ensure that all staff, particularly those new to the role, receive comprehensive induction training to help them understand their roles and responsibilities 01/12/2025

p.4

Due date

implement effective supervision and appraisal meetings for all staff to support their ongoing development. 31/01/2026

p.4

should:

n review the organisation of mealtimes so that children remain engaged in purposeful activity, supporting their positive behaviour and attitudes to learning n further strengthen how staff help children develop a strong sense of identity and belonging, and deepen their understanding of diversity and what makes them unique.

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Setting details

Unique reference number EY440038 Local authority Birmingham Inspection number 10399819 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 40 Number of children on roll 44 Name of registered person Sami Care First Ltd

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reference number

Telephone number 07943 497067 Date of previous inspection 16 December 2019

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Information about this early years setting

Sami Care registered in 2012. The nursery employs eight members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 and three at level 2. The nursery opens from Monday to Friday, during term time only. Sessions are from 8am until 4pm. The nursery provides funded early education for children aged from nine months to four years.

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Inspection activities

n The manager and inspector had a tour of the nursery and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together and discussed the nursery's early years curriculum. n Staff spoke to the inspector during the inspection. n The inspector and manager discussed the leadership and management of the nursery. 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 observed the interactions between staff and children. n The manager and the inspector carried out a joint observation together. n Parents shared their views of the setting with the inspector. 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

11 September 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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