Havelock House Day Nursery

Havelock House Day Nursery

Unique reference number (URN): 2784173 Address: 54 Highfield Road, Saltley, Birmingham, B8 3QU Type: Childcare on non-domestic premises Registered with Ofsted: 27/03/2024 Registers: EYR Registered person: Little Leaders Day Nursery 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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create a welcoming and positive environment for children. Staff introduce the nursery's rules with all children, encouraging them to use their 'kind hands' and wait their turn, especially when taking turns to speak in the group. Children behave well.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are wholesome and nurturing. Children feel safe, which helps to build their self-esteem in the nursery. They display consistently positive attitudes towards their learning and are eager to join in with experiences. For example, children excitedly join in with a leaf painting activity, where staff discuss their previous learning about autumn. Children know the routines of the nursery and follow instructions. Children move from the classroom to the bathroom to wash their hands, where staff carefully tailor their support depending on the age and stage of the children.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff are proactive when addressing low attendance. They promote a gradual approach to the length of time children spend at the nursery, which has a positive impact on children's experiences. For example, children who were once only attending for a couple of hours now attend all morning. This helps to increase their progress.

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Children's welfare and wellbeing Strong standard

Staff demonstrate strong knowledge of individual children and how their needs should be met. Staff talk confidently about children's home lives, backgrounds and their preferences. They can also talk about children's individual learning requirements. An effective key-person system is in place, with a secondary key-person assigned to each child for when staff are absent. Children rely on staff to support their emotional wellbeing. They seek out their familiar adult when arriving at the nursery and need a cuddle before settling into their chosen learning. Children receive support to identify and talk about their emotions during circle time.

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Children's welfare and wellbeing Strong standard

Staff teach children the importance of a healthy and balanced lifestyle, with a particular focus on choosing healthy food options. Recently, the nursery has moved from children bringing in packed lunches to providing them with nutritionally balanced, freshly cooked lunches for all children. During mealtimes, staff talk to the children about their food and develop their understanding of appropriate healthy options.

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Expected standard

Children's oral health and the significance of brushing their teeth are a priority for the nursery. Staff access training and work with external companies to ensure that they can support children and families with this. This has led to improvements in children's understanding.

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Inclusion Strong standard

Through strong relationships with children, leaders and staff work hard to identify any potential gaps in development and any barriers children may face to progress. Staff consistently make a difference to the outcomes for children. For example, children who were previously struggling with sitting and eating can now sit at the table with others at mealtimes and eat some food. Staff ensure that monitoring takes place so that they can measure the impact any adaptations have on children's development.

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Inclusion Strong standard

Children with special educational needs and/or disabilities progress extremely well. Staff meet with parents and carers regularly to agree targets and assess learning. Staff work collaboratively with external agencies, taking into account their expertise and guidance on supporting children. Leaders pinpoint areas where additional funding can be spent to improve outcomes for the most disadvantaged children. For example, staff have spent money on imaginative play resources that help to develop children's confidence and self- esteem. Children engage in role-play experiences, brushing each other's hair and applying face paint.

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Inclusion Strong standard

Leaders swiftly identify long-term plans for children. Staff have high expectations of what they want children to learn, and they develop an understanding of what children may need in the future.

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Achievement Expected standard

All children develop skills and build on their knowledge from their starting points. Children with special educational needs and/or disabilities progress particularly well.

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Achievement Expected standard

Children become motivated learners and concentrate well on their chosen play and during adult-led activities. They communicate well and use their developing language to engage in interesting conversations, share news from home and express their views.

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Achievement Expected standard

All children eat lunch together, which gives younger children opportunities to mix with older children and take part in daily routines. Children develop a range of useful skills to help them to become independent in their self-care, such as handwashing and scraping their plates clean after meals. All children enjoy joining in with music and movement activities, and they sing and dance with enthusiasm. They interact warmly with their friends and learn to form good relationships. These skills combine to prepare children well for their future move to school.

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Curriculum and teaching Expected standard

Staff provide a curriculum that is carefully thought out and appropriate for all children. Staff know if they need to adapt a learning experience so all children can participate. Interactions between staff and children are positive and children enjoy back-and-forth conversations, which keep their interests piqued. For example, staff allow children time to respond to questions without repeating or jumping in. However, on occasion, staff do not recognise when good opportunities arise to use their skills and knowledge to interact with children to extend their learning further.

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Curriculum and teaching Expected standard

Children engage in independent learning in the outdoor area. They use magnifying glasses to search for animals and keep the learning moving by talking to each other and asking questions. Staff provide opportunities for children to engage in active play. For example, children exercise to music and run around together purposefully. Leaders and staff are currently working together to further strengthen the curriculum for children's physical development.

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Curriculum and teaching Expected standard

Staff teach mathematical skills appropriately through play. Children play in a sand tray with scooping and pouring resources, along with treasure. As children dig and scoop, staff count out loud and children join in. Parents and carers confirm that their children count correctly at home since attending the nursery.

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Leadership and governance Expected standard

Leaders provide support to members of staff so they can be successful in their roles. Leaders consider staff's workload regularly and offer opportunities to discuss this at supervision meetings. Staff are encouraged to share areas of practice they are particularly interested in, so that leaders can seek training for them.

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Leadership and governance Expected standard

Leaders have a thorough oversight of the nursery's strengths and the areas that they are working on next. They make decisions about the governance of the nursery, with children's progress and development at the forefront of their minds. For example, the nursery provides lunches for all children at no extra cost to parents and carers. This ensures that children receive a healthy, balanced and hot meal.

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Leadership and governance Expected standard

Leaders acknowledge that they are more successful at engaging with some parents than others with regards to their child's individual learning. Although leaders are aware of this, they have not implemented effective enough strategies to ensure that their communication with all parents is equally successful.

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

Children enjoy attending this nursery. Staff create a warm and welcoming environment where children arrive with enthusiasm for their day. Staff demonstrate meaningful relationships with children, which contribute to children feeling a sense of belonging at the nursery. For example, during morning group sessions, children and staff greet each other and select their name and photo from a selection. This enables children, even from a very young age, to feel part of the nursery community.

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

Children make typical progress from their starting points in development. Staff know their key children extremely well, which allows them to plan relevant learning experiences. Children who are displaying high-ability skills are given time to participate in experiences appropriate to their stage of development. Children who speak English as an additional language or who are from more disadvantaged backgrounds receive support to achieve their potential. Children work on skills that prepare them for their next stages of learning, including being independent in routines and self-care. Leaders recognise the importance of children's attendance in their future achievement and have made efforts to increase the number of hours children are attending.

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

Staff keep children safe. Leaders ensure that staff follow procedures sufficiently. Staff respond to children's individual requirements and make adaptations to routines or experiences to meet their needs. Children hold each other's hands and walk sensibly when moving to and from the outdoor area.

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

Mealtimes are sociable experiences, and children become involved in lively conversations. Staff support children to increase their independence during this time. For example, children rinse their own plates and cups after snack time. Leaders and staff are working towards children also scraping their own plates and collecting their dessert at lunchtime.

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Next steps

Leaders should support staff to use their high-quality interactions more consistently to extend children's learning. Leaders should further enhance the arrangements to involve parents in their child's learning.

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Address:

54 Highfield Road Saltley Birmingham B8 3QU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Leaders Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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About this inspection

The inspector spoke with leaders, staff, children and the special educational needs and disabilities 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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About this inspection

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

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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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