The Enchanted Rose Garden

Nursery and Pre-School

Unique reference number (URN): 2768430 Address: 60-64 Northfield Road, Kings Norton, Birmingham, B30 1JH Type: Childcare on non-domestic premises Registered with Ofsted: 04/01/2024 Registers: EYR Registered person: Nine Sixty Six Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

At this nursery, children make expected progress as they grow through the nursery. Children in the youngest rooms learn to build attachments with key people. This supports them as they get older to be confident to express their own ideas and wants. For example, children in the younger rooms find practitioners for comfort when unfamiliar visitors enter the room. Older children express their thoughts, showing their confidence.

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Achievement Expected standard

Children in the older rooms are getting ready for their next stage of learning. For example, children ask for what they would like at mealtimes and recognise the initials of their name through print.

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Achievement Expected standard

Children with special educational needs and/or disabilities benefit from practitioners working alongside professionals and parents and carers to put in support plans to help them to reach their potential. As a result, children understand instructions, routines and express their wishes.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and practitioners teach children how to treat others with kindness and care. Children share resources and help each other while playing. Older children involve younger children in their play. They encourage them to join in during a hunt around the garden and help them while climbing over resources.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners are positive role models for children's behaviour. They support children throughout the day with positive praise and encouragement. Practitioners recognise when children are not themselves and act to support them to settle comfortably.

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Behaviour, attitudes and establishing routines Expected standard

Leaders recognise children's attendance and work with parents to support their learning and punctuality. As a result of high levels of attendance, children show warm and trusting relationships with practitioners in all rooms. Practitioners know children well and support them to be confident. They use this knowledge, along with their ongoing assessments, to build on what children already know and can do to move their learning forward. For example, they plan an activity with mirrors to help children to begin to recognise themselves. Practitioners teach children tools to help regulate their emotions. They invite younger children to be part of mindfulness activities and in the toddler room, children sit and name their emotions as part of a group time. This supports children to focus their attention and understand their feelings.

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Children's welfare and well-being Expected standard

Leaders create a safe and warm welcoming space at the nursery. This helps parents and carers to feel part of a community. Children are happy to play, learn and build social relationships indoors and outdoors.

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Children's welfare and well-being Expected standard

Children learn to understand hygiene routines from a young age. Practitioners explain to younger children that soap removes germs. They teach older children the correct handwashing techniques through modelling. Children learn to care for themselves through daily routines and to care for others, such as by taking care of their nursery's pet tortoise. This allows children to build empathy, compassion and a sense of responsibility.

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Children's welfare and well-being Expected standard

Practitioners know children well. They focus on building secure relationships with children; they are familiar to children's needs. For example, practitioners use photos from home for children to settle or read their favourite storybook.

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Children's welfare and well-being Expected standard

During mealtimes, there are periods where practitioners do not encourage children to build on their social skills. For example, practitioners do not consistently encourage children to use their manners or position themselves to enable more conversations. This does not support children to continue to build on their social skills.

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Curriculum and teaching Expected standard

Leaders have a clear vision for children to be happy and enjoy their learning through their sequenced curriculum. The nursery has a emphasis on literacy and building children's enjoyment in stories, which build into all parts of the day. For example, practitioners and children act out well-known stories in the garden, while using key phrases.

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Curriculum and teaching Expected standard

Children enjoy a range of activities indoors and outdoors which encourage them to develop their physical skills while they play together and care for others. For example, children in the toddler room put plasters and bandages on baby dolls, pretending they are hurt. In the younger rooms, children take part in stretching activities and accessing the garden where they explore the natural environment.

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Curriculum and teaching Expected standard

Children develop their communication skills from a young age. For example, children aged under 2 years ask for help to tidy up and older children recognise the initials of their name through signs and sounds. Practitioners support children's early mathematical skills by sequencing their curriculum. Children in the baby rooms are exposed to number through songs, stories and simple number. Practitioners give older children simple mathematical problems to solve when playing in the mud kitchen and sharing sticks.

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Inclusion Expected standard

Leaders have a secure knowledge and commitment to their roles. They work together with practitioners to identify children with special educational needs and/or disabilities (SEND) and adapt their provision to meet their needs. The nursery works with other professionals, including the local authority and parents and carers, to implement support and advice. Families share that they are invited to regular meetings, where they receive detailed feedback, to help work collaboratively to meet their child's needs.

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Inclusion Expected standard

Practitioners understand their roles in supporting children with SEND. They access training relating to communication needs, such as Makaton, and specialised training in relation to autism within females, to further develop their knowledge to support children's development.

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Inclusion Expected standard

Practitioners use additional funding to create sensory spaces for children to help regulate their emotions. They also identify key times in the routine and provide children with the extra support they need to fully access the nursery routines. This means that children's needs are met and they make progress while attending the nursery.

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Leadership and governance Expected standard

Leaders show a clear vision of what they would like children to learn and do. The nominated individual shows a distinct passion for literacy, which reflects and filters into all aspects of the nursery. For example, all children access stories throughout the day and ask practitioners to read to them from the youngest ages.

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Leadership and governance Expected standard

Leaders understand the setting and their families. Parents and carers share that leaders are open and easy to talk to. They are confident they will receive support or have their questions answered. Leaders are supportive to practitioners and are thoughtful to their wellbeing. Practitioners report they feel valued and supported during with an open-door policy and extra time out to complete their qualifications.

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Leadership and governance Expected standard

Leaders identify areas of development for the nursery, such as a gap in training for the team. They have implemented training days and an online platform for practitioners to receive relevant training to the age groups they work with. Leaders implement supervision sessions and peer observations to help to develop practitioners' practice and knowledge. Although, at times, the feedback is not always detailed enough to ensure that practitioners know how to continually develop their current practice and skills.

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What it's like to be a child at this setting

Children receive a welcome from nurturing and happy practitioners, who create a safe and welcoming environment. Leaders and practitioners know children well and build strong relationships with them and their families. They allow children to confidently explore their own ideas, share their needs and wishes. For example, when outside, they encourage children to hunt for tools to support them to crack ice that has formed in the tyres.

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What it's like to be a child at this setting

Practitioners are good role models for children. They support children to think of others and share resources through simple questioning. As a result, children play well together. For example, without prompting, they turn take when waiting to climb a tree and help each other along. This supports children to make effective relationships with their peers.

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What it's like to be a child at this setting

Practitioners work alongside parents and carers and professionals to ensure that children with special educational needs and/or disabilities (SEND) receive tailored support plans which meet their individual needs. Practitioners use extra funding to create sensory spaces and interventions to support children to transition smoothly and develop their communication. As a result, children with SEND make progress and follow the routine of nursery life well.

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What it's like to be a child at this setting

Leaders and practitioners provide a curriculum that focuses on children's next stage of learning and their interests. Children play happily and show good levels of concentration. At this nursery, literacy is a key part of the curriculum. This is embedded from a young age where children enjoy picking different stories to be read to them, while in the eldest room, children make their own books during free play.

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Next steps

Practitioners should develop mealtimes to promote children's good manners and social skills more consistently. Leaders should provide practitioners with more detailed feedback to enable them to build on their current practice and skills.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs and/or disabilities coordinators and apprentices during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

60-64 Northfield Road Kings Norton Birmingham B30 1JH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Nine Sixty Six Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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