Little Hands Daycare HoW College

Bromsgrove

Unique reference number (URN): 2754794 Address: Nursery Block, Heart of Worcestershire College, School Drive, Bromsgrove, Worcestershire, B60 1PQ Type: Childcare on non-domestic premises Registered with Ofsted: 20/10/2023 Registers: EYR, CCR, VCR Registered person: Little Hands Daycare Group Ltd

p.1

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.

p.1

How we evaluate safeguarding

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

p.2

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.

p.2

Achievement Strong standard

Children's communication and language develop exceptionally well. They use an increasingly rich vocabulary, engage in meaningful conversations and respond confidently to questions and prompts. This supports their wider achievement across the curriculum, including early literacy and mathematics.

p.2

Achievement Strong standard

Children who face additional barriers achieve well alongside their peers. This is because staff quickly identify and support their needs through tailored interventions, adapted routines and personalised teaching. These strategies reduce barriers effectively and ensure that every child can participate fully and succeed.

p.2

Achievement Strong standard

Strong and trusting relationships help children to grow in confidence, independence and resilience. They concentrate for sustained periods, show curiosity and approach new challenges with enthusiasm. Children establish secure foundations for future success and are well prepared for their next stage of learning, including the move to school.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders have established a calm and positive environment. Their expectations for behaviour are clear, consistently applied and understood by all. Well-embedded routines give children a strong sense of security, helping them feel confident in what is expected. They transition smoothly between activities, follow instructions and show kindness and patience.

p.2

Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are warm and responsive. Staff understand each child's needs and stage of development, adjusting their approach so expectations remain realistic, nurturing and inclusive. Staff model emotional language, enabling children to recognise their feelings and manage impulses. Children consistently demonstrate increasing social awareness and regulate their emotions. Leaders promote punctuality and regular attendance, working closely with families to identify barriers and provide timely support.

p.2

Behaviour, attitudes and establishing routines Strong standard

Communication with parents and carers is positive and proactive, ensuring continuity between home and the setting. Children show highly positive attitudes. They are eager to take on responsibility and grow in independence as they pour drinks, manage hygiene routines and care for their environment. Staff reinforce positive behaviour and provide targeted support where needed. This ensures that all children feel included and ready to learn. Consequently, children behave extremely well.

p.2

Children's welfare and well-being Strong standard

Staff support children's welfare and wellbeing extremely well. Care practices are responsive and tailored to individual needs. This ensures that all children experience consistent and nurturing support. Staff gather detailed information from the start. They value parents and carers as partners and building a holistic understanding of children's routines, identities and backgrounds.

p.3

Children's welfare and well-being Strong standard

Secure and trusting relationships are a clear strength in this setting. The personalised settling-in process enables children to form strong attachments with familiar adults, helping them to feel safe, confident and ready to explore. Babies and young children separate with ease because they know adults will respond calmly and sensitively.

p.3

Children's welfare and well-being Strong standard

Staff prioritise children's physical development, health and personal safety. Daily routines offer purposeful opportunities for independence and self-care. For example, staff encourage children to serve themselves at mealtimes and have a go at peeling fruit. These experiences help children to build their confidence, strengthen fine-motor skills and build resilience.

p.3

Children's welfare and well-being Strong standard

Staff also support children to understand healthy choices and manage hygiene routines, such as handwashing, nose wiping and food hygiene. Sleeping and feeding routines are well established and sensitively managed, with staff responding to children's individual needs and preferences to further promote comfort, security and wellbeing. These high- quality interactions, warm relationships and thoughtful routines work seamlessly to promote children's physical development, wellbeing and long-term health exceptionally well.

p.3

Curriculum and teaching Strong standard

Leaders have a clear and accurate understanding of the quality of curriculum and teaching across the setting. Their decisions are informed by reflective practice, ongoing monitoring and a strong grasp of child development. This results in an ambitious and well-sequenced curriculum that provides all children with the breadth and depth of experiences they need. Consequently, all children make sustained progress across all areas of learning.

p.3

Curriculum and teaching Strong standard

Teaching is purposeful, consistent and impactful. Staff skilfully model language and extend children's vocabulary throughout routines and play. They weave mathematical ideas, such as counting, comparison and problem-solving, naturally into interactions. Children benefit from rich opportunities to communicate, explore and think aloud. This supports children to develop strong early language and reasoning skills. Staff prioritise children's physical, personal, social and emotional development. They nurture children's emotional literacy, independence and resilience through warm and responsive interactions and thoughtfully designed environments.

p.3

Curriculum and teaching Strong standard

As relationships are secure, children approach learning with confidence and high levels of curiosity, leading to sustained focus and engagement. The curriculum is fully inclusive. Staff are skilled at adapting teaching to meet children's needs. They use assessment effectively to check what children know and can do, enabling staff to build on children's individual starting points. Staff know children extremely well and implement strategies that ensure that every child participates fully and meaningfully. As a result, children experience engaging learning that supports strong progress and prepares them well for their next stage of education.

p.3

Inclusion Strong standard

Inclusion is a clear strength of the setting. Leaders have created an inclusive culture where every child's needs are identified early and understood well. Staff receive ongoing training, guidance and reassurance from leaders to support children with special educational needs and/or disabilities. Staff use their detailed knowledge of each child, enabling them to identify precise next steps in their learning. They review children's support plans every four to six weeks. This ensures that strategies remain responsive and have a measurable impact.

p.4

Inclusion Strong standard

Staff use adaptations consistently, such as signing, visual prompts, personalised routines and targeted interventions. This helps all children to access and succeed in all areas of the curriculum. Staff work closely with families and, where appropriate, external professionals, to ensure that support is timely and tailored to each child. Parents and carers speak positively about the way staff listen, guide and support them. They comment on the positive impact this has on their children's progress.

p.4

Inclusion Strong standard

Children with special educational needs and/or disabilities benefit from well-embedded and sustainable practice across the whole setting. Staff are highly skilled and confident in meeting a wide range of needs, which leads to meaningful and sustained progress in learning, development and wellbeing. Leaders' use of early years pupil premium funding is purposeful and targeted. This enables disadvantaged children to access enrichment, improve their communication and build their confidence. Children known, or previously known, to children's social care receive sensitive support. Their progress is closely monitored. Staff build trusting relationships that promote safety, stability and belonging. Leaders' strategic and evidence-based approach ensures that inclusion remains consistently high-quality and impactful across the setting.

p.4

Leadership and governance Strong standard

Leadership is child-centred, driven by the values in the setting and is highly effective. Leaders have a clear understanding of the setting's strengths and areas for development. They continually reflect on their practice and use evidence to drive improvement. Leaders recognise the importance of developing staff and prioritising internal progression. This ensures that any changes in staffing or leadership are carefully managed, maintaining stability and preventing disruption for children.

p.4

Leadership and governance Strong standard

Decisions are consistently made in the best interests of all children. Leaders ensure that funding, including early years pupil premium funding, is used strategically to enrich provision. For example, the provision of additional resources and meaningful opportunities, such as the on-site 'tiny forest', help to remove barriers and strengthen children's progress. Leaders thoughtfully consider staff's wellbeing and workloads. They set clear and manageable expectations. This contributes to a stable, confident and highly committed team. Professional development is purposeful, regular and closely aligned with curriculum and safeguarding priorities. As a result, staff are knowledgeable, skilled and able to implement policies, routines and inclusive practice consistently and effectively.

p.4

Leadership and governance Strong standard

Partnerships with families and external agencies are strong. Parents and carers feel informed, valued and supported. This contributes to a cohesive and child-centred community. Safeguarding, health and welfare are robustly overseen. Leadership and governance are strategic and highly impactful, ensuring that children receive consistently high-quality experiences and outcomes.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children experience a warm, calm and purposeful day in this bright and happy setting, where warm, trusting relationships sit at the heart of everything. On arrival, they receive a warm greeting from staff, who know them well and understand their individual needs. The thoughtfully planned settling-in process helps children to form secure attachments. This helps even the youngest children to quickly develop the confidence to separate happily from their parents and carers and feel a clear sense of belonging.

p.6

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

Safeguarding practice is extremely strong. Staff apply procedures consistently and confidently because leaders have created a reflective culture where everyone understands their responsibilities and feels well supported. This gives children a safe and nurturing environment in which they can explore freely and truly thrive.

p.6

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

Throughout the day, staff model positive language and emotional understanding. They guide children through moments of big feelings, helping them to label emotions and learn simple strategies to manage these independently. This supports children to develop secure social skills and to treat each other with kindness. Children play well together, taking turns and showing genuine care and respect for their friends.

p.6

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

Children's learning is engaging and meaningful. Staff plan experiences that capture children's interest and build on what they already know. Children respond with enthusiasm, showing curiosity, concentration and pride in their achievements. They explore independently, ask questions and persevere with challenges because they feel safe and supported.

p.6

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

As a result, all children are happy, settled and achieve well. They belong to a community where they are valued, listened to and well supported to do their best. The consistent practice across the setting ensures that all children not only make excellent progress in their learning and development, but also flourish socially and emotionally.

p.6

About this inspection

The inspector spoke with leaders, managers and staff during the inspection.

p.6

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.

p.6

About this inspection

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

p.6

Address:

Nursery Block, Heart of Worcestershire College School Drive Bromsgrove Worcestershire B60 1PQ

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Little Hands Daycare Group Ltd

p.7

Address:

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

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8