Little cubs day nursery

Little cubs day nursery

Unique reference number (URN): 2768644 Address: 36 Medley Road, Birmingham, B11 2NE Type: Childcare on non-domestic premises Registered with Ofsted: 15/01/2024 Registers: EYR, CCR Registered person: Ahmed, Sara

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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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Behaviour, attitudes and establishing routines Strong standard

Children enthusiastically engage and concentrate on activities skilfully planned by staff to captivate their interests.

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Behaviour, attitudes and establishing routines Strong standard

Staff have high expectations of children's behaviour. They routinely encourage children to be kind and respectful to each other. Children listen, follow instructions, share and take turns.

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Behaviour, attitudes and establishing routines Strong standard

Staff thoughtfully teach children the language of emotions. They use the 'Billy Goats Gruff' story to help children talk about their feelings and think about the impact of their behaviour on others. Staff help children to begin to learn the skills to regulate their emotions, appropriate to their age and stage of development.

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Behaviour, attitudes and establishing routines Strong standard

Staff have created and embedded a familiar routine. This helps children know what will happen next. Staff share a visual timetable with children to illustrate this. They provide 5- minute warnings between routine changes and use sand timers to support children to share and take turns. This helps to promote highly positive relationships.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently support children to become increasingly independent. Children learn to manage their own personal care, serve their own meals and dress themselves. Staff recognise these as key skills children need before starting school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have highly effective procedures in place for non-attendance. They constantly promote the importance of good attendance to parents. This helps children form positive habits for future success.

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Children's welfare and wellbeing Strong standard

Staff build supportive, trusting relationships with children and parents. This helps them feel confident to express their views and needs.

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Children's welfare and wellbeing Strong standard

Staff actively teach children about healthy lifestyles. Leaders have enrolled on the local authority Start Well Programme. They have identified physical activity as a key focus area to improve children's physical strength and stamina. Staff lead lively dance sessions. They emphasise the importance of stretching muscles after exercise and staying hydrated. Daily outings to the local park provide opportunities for children to develop their large-muscle

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Expected standard

skills in the fresh air. Children talk about how staff keep them safe and teach them about road safety. This promotes children's physical health and wellbeing.

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Expected standard

Children routinely enjoy nutritious snacks and meals, prepared following government nutritional guidance. Staff encourage children to have portion sizes no bigger than children's fists. They consistently support children to learn about good oral health. Children brush their teeth daily and drink milk or water at the setting.

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Expected standard

Leaders have a clear understanding of the needs of all children and families. They continually reflect on their provision, reviewing their policies and procedures to meet all children's current and emerging needs. They are passionate about supporting families and improving outcomes for all children.

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Inclusion Strong standard

Staff complete assessments of children's development with parents on induction. They monitor children's development using progress checks and a communication and language screening programme. They promptly identify gaps and/or delays in children's development and put strategies in place to support them.

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Inclusion Strong standard

Leaders ensure children receive timely, targeted support. They proactively seek advice from other professionals, develop support plans and access funding. They guide parents through the special educational needs and/or disabilities (SEND) referral process. They work collaboratively with local authority SEND services to complete assessments for education, health and care plans.

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Inclusion Strong standard

Staff are well trained and adapt the daily routine to meet children's needs. Children who experience sensory overload are sensitively supported. Staff create quiet, cosy dens in the provision, where children can relax and have space to themselves. These interventions have a significant impact on children's progress.

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Inclusion Strong standard

Leaders understand the barriers children face in their learning and development. They expertly adapt the provision to ensure children with SEND can access the curriculum, providing one-to-one support for those who need it. Leaders rigorously monitor the impact of SEND and early years pupil premium funding, ensuring it is used effectively. They use this funding to provide cooked meals and targeted resources for children.

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Achievement Expected standard

Children generally achieve well in all areas of learning and development. Gaps in children's learning are closing, particularly for those with special educational needs and/or disabilities.

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Achievement Expected standard

Toddlers and older children progressively develop the skills they require for the next stage of their education. They become increasing agile in their physical development as they explore challenges in the garden and local park. Toddlers observe and learn from their older peers, who interact kindly with them.

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Achievement Expected standard

Children become confident, independent and motivated learners. They develop a positive sense of self and belonging when they share their family and home learning photographs during circle time. This also promotes their confidence talking in larger groups. Children learn about communities beyond their own when they join in with cultural celebrations. They learn new vocabulary and speak with increasing fluency, happily recalling previous learning. Children talk about exploring sensory experiences in a role-play seaside, which included a paddling pool and beach shop.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the curriculum. They closely monitor the quality of teaching by staff and volunteers. They ensure the curriculum, teaching and routine is adapted to meet the needs of all children, especially those who need targeted help.

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Curriculum and teaching Expected standard

Resources and activities promote all areas of learning. Staff seize opportunities to help children learn during play and routine time. They model language, teach concepts and introduce new vocabulary. At lunchtime, staff encourage children to describe the taste and texture of food. They introduce new vocabulary, such as tangy and lumpy.

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Curriculum and teaching Expected standard

Staff provide opportunities for children to develop their early mathematical skills. They encourage children to practise counting, ensuring they are secure with numbers 1 to 5 before moving on to higher numbers. They help children learn about size and shape as they play alongside them.

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Curriculum and teaching Expected standard

Staff plan the curriculum around children's interests and areas for further development. They recently identified that some children were afraid of the police. Considering the impact of this on children's safety, they planned a topic around 'People who help us'. Leaders invited the police, doctors and nurses into the setting to talk to children and explain how they are there to help them.

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Leadership and governance Expected standard

Leaders are passionate about providing high-quality care and education for young children. They follow robust recruitment procedures to ensure all staff are and continue to be suitable for their roles. This includes ongoing observations of the quality of staff's and volunteers' teaching and care practices along with regular supervision and appraisals. Leaders also ask staff to complete observations of their practice to identify any areas for their own professional development. This creates a positive working culture.

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Leadership and governance Expected standard

All staff state they feel happy and supported in their roles. Leaders ensure all staff complete mandatory training and have a clear understanding of the policies and procedures of the setting. They reflect on their provision and identify areas for further improvement. However, the arrangements for monitoring children's progress are not distributed across the staff team, which limits their ability to fully embed strong practices. Leaders proactively try to engage other families in the local area to send their children to the setting, highlighting the importance of early childcare and education. They work with the local authority early years consultant to identify and improve the take up of free early years provision in the local community. Leaders invite parents into the setting to join in with celebrations and participate in children's learning. Parents speak positively about these experiences.

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Leadership and governance Expected standard

Parents say staff inform them of what children are learning about in the setting. Staff share children's progress and next steps in development with parents, however, there are inconsistencies in how this is received. This impacts on opportunities for parents to continue to support children's learning at home.

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Compulsory Childcare Register requirements

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

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Register

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

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

Staff warmly welcome children and their parents into the setting. They build strong, trusting, responsive relationships with parents and children. Parents appreciate the time staff take to fully understand their children's individual needs before they join the setting. This helps children feel safe and secure. Children confidently separate from parents. They happily engage in play and activities that have been carefully planned by staff to engage and develop their interests. Children show sustained levels of concentration as they play. They focus their attention as they play imaginatively, recreating a story that staff have shared with them earlier in the day. Children make progress in all areas of learning through a blend of child initiated and adult-led play. Staff model the language of play as they play alongside children. This supports children to develop their social and communication skills. Children

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

cooperate, share and take turns with their friends.

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Inspector:

Sharon Wilcox Leaders have a thorough understanding of the barriers to children's learning. They are passionate about providing an inclusive environment for all children. They ensure children with special educational needs and/or disabilities and children who are disadvantaged receive targeted support to bridge any gaps and/or delays in their learning, development and/or wellbeing.

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Inspector:

Staff build on children's previous knowledge. Clear communication with parents enable staff to discover children's home learning and experiences. For example, a child brought her pet canary into the setting for a show-and-tell session. This led to leaders adopting a pair of canaries as nursery pets. Children learned about life cycles when the birds laid, hatched and reared chicks. They now take turns and have the responsibility to feed and take care of the bird and show great delight when it sings to them.

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Next steps

Leaders should strengthen the arrangements for monitoring children's progress across the whole staff team more effectively. Leaders should strengthen the arrangements for sharing next steps in children's learning with parents to help them continue children's learning at home, including those parents who may be harder to reach.

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About this inspection

The inspector spoke with the manager, deputy manager, special educational needs coordinator, volunteer, children and parents 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:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 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 standard 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 standard 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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