Bizzie Lizzie's

Bizzie Lizzie's

Unique reference number (URN): EY392303 Address: Rookwood, Church Road, Eardisley, HEREFORD, HR3 6NJ Type: Childcare on non-domestic premises Registered with Ofsted: 22/05/2009 Registers: EYR, CCR, VCR Registered person: Smith, Elizabeth Sarah Margaret

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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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Inclusion Strong standard

Leaders create a highly inclusive culture across the setting, ensuring that every child's individual needs are identified and carefully assessed. Staff act promptly to reduce barriers to learning and wellbeing through adapted activities, targeted support and personalised approaches. For example, staff incorporate children's favourite activities and toys into daily learning to support their growing confidence and engagement. They use visual cues, such as picture cards to support all children to understand routines and successfully take part in nursery daily life.

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Inclusion Strong standard

Children with special educational needs and/or disabilities and those who may face additional challenges receive timely interventions. Staff are well trained to identify needs early, plan and implement appropriate support, and regularly review children's progress. Leaders ensure the quality of this practice through ongoing coaching and guidance, so that adaptations and interventions are used consistently and effectively. They consistently monitor progress closely to assess the impact of support.

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Inclusion Strong standard

Leaders actively engage with families, external professionals and agencies to ensure that children have consistent support and enriching learning experiences. The nursery uses any additional funding they receive to provide additional resources and targeted support to meet children's individual needs and help them make progress.

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Inclusion Strong standard

Overall, the inclusive culture led by leaders enables all children to thrive, feel safe, and make measurable progress from their starting points, demonstrating the positive impact of leadership and staff practice.

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Achievement Expected standard

All children make progress from their starting points, including children with special educational needs and/or disabilities. They develop effective communication skills through regular storytelling, conversations and play. Children are beginning to use new vocabulary in their interactions. Babies and young children are learning to share, take turns and develop independence, helping them to be ready for the next stage of their learning.

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Achievement Expected standard

Babies are eager to explore the sand tray with their fingers and toes. They persevere as they open and close a salad tweezer. Young children develop fine motor skills as they mould dough and older children use their imagination in the outdoor kitchen. Children are becoming curious, confident and capable learners, who are well prepared for pre-school when the time comes. They are able to approach new challenges with confidence and independence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders create a calm and nurturing environment. Warm, trusting relationships between staff and children promote confidence, resilience and a strong sense of belonging. Staff are good role models and support children to understand and respond to clear expectations for their behaviour. However, there are times when staff do not provide children with clear explanations as to the consequences of their inappropriate behaviours, such as throwing sticks or tipping their chair back when seated. As a result, some children do not fully understand the impact of their actions, which can affect how they consistently manage their behaviour. Consistent routines, such as sleep and mealtimes help children feel secure, enabling them to focus on their learning and exploration.

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Behaviour, attitudes and establishing routines Expected standard

Children are encouraged to cooperate, take turns and play alongside their friends. For example, young children share tools while making shapes with dough. Babies are learning to take turns during sand play, and older children collaborate with staff and their friends as they pretend to cook in the outdoor kitchen. Staff speak gently to children to help manage their emotions. Reasonable adjustments are made for children with special educational needs and/or disabilities and those who may face additional challenges, such as providing visual cues and extra prompts to support them to engage fully with routines.

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Behaviour, attitudes and establishing routines Expected standard

Leaders actively promote attendance and punctuality. They support families to establish routines at home that complement the nursery's expectations. Staff consider each child's age, stage of development and individual circumstances when supporting behaviour, which helps children develop positive attitudes to learning. Children are confident, curious and cooperative.

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Children's welfare and wellbeing Expected standard

Leaders and staff prioritise children's welfare and wellbeing, creating a safe, nurturing and inclusive environment. Secure, responsive relationships between key persons and children help babies and young children feel valued, confident and settled. Staff know children well and meet their individual needs, including those children with special educational needs and/or disabilities and those who may face additional challenges, ensuring that all children thrive.

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Children's welfare and wellbeing Expected standard

Routines are carefully planned to support personal care, feeding and sleep. For example, staff adapt sleep time for young children who need extra support. They guide young children to wash hands independently and encourage older children to manage personal belongings. Children are supported to make healthy choices, including balanced meals and daily outdoor play.

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Children's welfare and wellbeing Expected standard

Children are guided to recognise and manage their emotions, express feelings and develop confidence in social situations. As a result, they feel secure, happy and supported. Children develop resilience, healthy habits and a sense of emotional wellbeing, enabling them to engage fully in learning.

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Curriculum and teaching Expected standard

Leaders plan an age-appropriate and well-sequenced curriculum which builds on what children already know and can do and helps them to gain the skills needed for the next stage of their learning. Leaders regularly review and adapt the curriculum to ensure it remains ambitious and effective. Although leaders support staff in the delivery of the curriculum, they do not ensure that highly effective teaching and interactions with children are consistently embedded into practice. This means, on occasions, children do not always receive the support they need to make the best possible progress.

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Curriculum and teaching Expected standard

Staff know children well and use their understanding of child development to plan meaningful activities around children's interests and next steps in learning. They use ongoing assessment to quickly identify gaps in children's learning and development. They adapt activities to ensure all children succeed. For example, babies persevere to use utensils, such as salad tweezers. Children have daily opportunities to develop physical skills, such as climbing, digging, balancing on logs and collecting sticks. Staff encourage lots of outdoor play to support children's good health and wellbeing.

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Curriculum and teaching Expected standard

Personal, social, and emotional development is prioritised, helping children feel secure, confident, and ready to learn. Language and communication are supported through conversations, storytelling and books. Staff include early maths in most play activities. For example, they compare the size of vehicles and count the animals in books.

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Curriculum and teaching Expected standard

Leaders and staff adapt teaching for children with special educational needs and/or disabilities, making reasonable adjustments so all children can participate. Staff use ongoing assessment to tailor activities to children's starting points, needs and stages of development, ensuring the curriculum is inclusive and effective for everyone.

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Leadership and governance Expected standard

Leaders and those responsible for governance are committed to providing high-quality care and education. They know what they do well and identify areas for development. Children with special educational needs and/or disabilities and those facing barriers to learning receive targeted support, helping them to make progress from their starting points. Staff take part in regular professional development, and leaders monitor workload and wellbeing to keep the team motivated and retained. That said, they have not yet fully built on their good practice. For example, by strengthening behaviour management strategies and embedding highly effective teaching consistently, to raise the quality of the provision and children's learning further. Strong partnerships with parents, professionals and external agencies continue to support children and families. For example, staff share regular updates about children's progress

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Leadership and governance Expected standard

with parents and work with health visitors and speech and language services to ensure children who need extra help are identified and supported in a timely way.

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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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Voluntary Childcare Register requirements

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

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Register

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

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

Babies and young children who attend this nursery are happy, settled and motivated to learn. They benefit from a warm and nurturing indoor and outdoor learning environment. Staff value the contributions that families make and use what parents share about children's routines, interests and home experiences to ensure each child feels recognised, understood and celebrated as unique. Children build trusting and respectful relationships with the team of caring staff, who are attentive to their individual needs. Babies and young children confidently climb onto staffs' laps for a cuddle when they feel unsettled. Young children sleep peacefully in comfortable surroundings. Overall, children behave well. They play nicely with their friends and are learning to share and take turns. Children who may find learning more difficult are making progress. Staff offer timely tailored support that helps them to move forward on their educational journey.

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

Staff provide engaging and age-appropriate play that reflects children's needs and interests. Children make good progress from their starting points. Young children display concentration and build strength in their hands as they mould and roll dough into shapes. Babies are developing early mathematical knowledge. They excitedly fill and empty small containers with sand. Staff encourage them to put their feet in to the tray to feel the texture of the sand. They introduce words, such as 'rough' to describe how it feels. Children's communication and language are supported well. Staff engage children in thoughtful conversations throughout the day. For example, during outdoor play, children ask staff questions about the weather and talk about the falling leaves.

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

Children throughout the nursery develop a love of books and stories. They happily sit with staff and look at picture books and older children enjoy listening to short stories read enthusiastically by staff. Children are eager to join in with action songs and rhymes. They develop physical skills in a variety of ways. Babies are encouraged to stand at low-level tables to help gain core strength. Young children run, climb and balance on a range of apparatus, both inside and outside.

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Next steps

Leaders should support staff to provide children with clear and consistent messages to develop their understanding of the reasons why certain behaviours are not appropriate. Leaders should strengthen arrangements for providing staff with more precisely focused individual professional development opportunities.

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Address:

Rookwood, Church Road Eardisley HEREFORD HR3 6NJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Smith, Elizabeth Sarah Margaret

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator 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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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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