The Nest Nursery Lime Tree

The Nest Nursery Lime Tree

Unique reference number (URN): EY497308 Address: 300 Gillott Road, Birmingham, B16 0RR Type: Childcare on non-domestic premises Registered with Ofsted: 24/12/2015 Registers: EYR, CCR Registered person: The Nest 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 have established calm and consistent routines that help children understand what is expected of them. Staff use gentle, positive language to help children understand what is happening now and what will happen next. For children with special educational needs and/or disabilities, they offer further support through visual cues and resources. This helps children benefit from secure, well-embedded routines.

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Behaviour, attitudes and establishing routines Strong standard

Leaders demonstrate a clear understanding of the importance of regular attendance. They work in partnership with parents to develop good habits for future learning. Leaders also identify and respond to risks associated with non-attendance, particularly for vulnerable children.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently behave well. They respond positively to clear expectations from staff and are well supported in making the right behaviour choices. Staff support children to understand how their actions impact others. For example, they demonstrate to very young children how to take turns with stacking rings and praise their positive interactions. Every interaction between staff and children is respectful and meaningful. Staff model language that helps children to develop positive relationships with both adults and children. Children develop the skills needed to take turns, organise their play and strengthen early friendships. For example, older children allocate roles to their friends in pretend play and negotiate the rules of their games. Children's social interactions contribute to a harmonious and friendly buzz across the setting.

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Children's welfare and wellbeing Strong standard

Leaders are committed to supporting children to live healthy lives. They have recently introduced nutritious zero-sugar menus to support children's understanding of healthy eating. These menus have been extremely well received by parents. Staff report that the new menus have also had a positive impact on how children are able to regulate their behaviour.

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Children's welfare and wellbeing Strong standard

Care routines across this setting effectively promote children's understanding of their health and hygiene. Leaders support staff in understanding the importance of a nurturing, unhurried approach to children's personal care. The rhythm of the day ensures that time is taken to engage with babies and children in ways that strengthen their feelings of belonging and emotional security. Children develop resilience as they are consistently encouraged to take on tasks independently. Staff role model this and gently target support to meet children's individual needs. Staff sensitively draw children's attention to their physical needs, such as when their nose needs wiping or they need to use the bathroom. Where children with special educational needs and/or disabilities (SEND) require additional support, for example, at mealtimes, staff respect the importance of children's personal space and respond promptly to their non-verbal cues. This helps children with SEND feel consistently

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Expected standard

Staff get to know children extremely well when they first start attending, so they can tailor routines and care practices to meet their individual needs. Babies respond positively to staff's nurturing actions as they support them at mealtimes and when settling down to sleep.

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Leadership and governance Strong standard

Leaders are inspirational. They work together very effectively to identify the strengths of the setting and reflect on where they should focus their attention and support to drive improvement. For example, leaders acknowledge the need for ongoing work to ensure high- quality interactions and extend the use of mathematical language across all areas of the setting.

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Leadership and governance Strong standard

Leaders work closely with staff. In regular supervision sessions, staff respond positively to thoughts about how to address gaps in their knowledge and understanding, or to build their confidence. Leaders implement a quality training programme to ensure staff develop a secure understanding of the teaching approach across the setting.

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Leadership and governance Strong standard

Staff report that leaders are responsive and sensitive to their wellbeing and workload. They share that they feel valued across the setting and welcome the opportunities to participate in professional discussions and reflection during staff meetings. Staff respond positively to peer observations and can clearly see the positive impact this has on their relationships with the children in their care.

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Leadership and governance Strong standard

Leaders demonstrate a high level of commitment to children with special educational needs and/or disabilities, as well as to those with other barriers to their learning. They work in close partnership with external agencies to ensure children's needs are prioritised, helping them thrive and reach their potential. Where parent engagement is less well established, staff consistently persevere to promote the physical and emotional wellbeing of all children.

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Achievement Expected standard

Typically, children achieve well from their individual starting points, particularly in their independence and personal care. Children carry out daily tasks. They become increasingly independent as they set the table for lunch, serve their food at mealtimes and drink from open-top cups. This aids smoother transitions and ensures that children are prepared for the next stage of their learning.

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Achievement Expected standard

Children generally develop as confident communicators. Those with special educational needs and/or disabilities, and children with barriers to their learning, use non-verbal communication to express their wishes and feelings.

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Achievement Expected standard

Children become increasingly confident as they develop their physical skills. Older children enthusiastically join in adventurous learning opportunities at a local nature reserve, including drama, and retell their favourite stories.

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Curriculum and teaching Expected standard

Leaders construct a curriculum that accurately reflects children's needs and interests. They support staff in implementing a well-sequenced curriculum that is engaging and promotes the use of authentic resources to extend children's experiences. An unhurried approach across the setting encourages children to get involved and supports their emotional wellbeing and sense of belonging. For example, babies develop the confidence to explore their learning environment because they can see their trusted, familiar adults at all times.

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Curriculum and teaching Expected standard

Children with special educational needs and/or disabilities are fascinated by large-scale sensory experiences. Staff support them to follow their fascinations, for example, scooping and sprinkling. This encourages children to remain engaged in play, which helps to build on what they already know and can do.

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Curriculum and teaching Expected standard

While staff provide varied opportunities for children to explore mathematical concepts such as pouring, weighing, and mixing, they do not yet consistently use mathematical language in context to further extend children's knowledge. Staff typically promote children's early literacy and foster a love of books, songs and stories. They talk with children about the story's characters, encouraging them to participate and share their ideas in small groups.

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Curriculum and teaching Expected standard

Staff encourage children to build their physical strength and manage risk as they balance on beams and make large-scale marks in the outdoor play space. This supports children to develop high levels of confidence in their physical skills and abilities. Children particularly enjoy climbing on and off the low-level hammock, which helps to successfully build their core strength.

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Curriculum and teaching Expected standard

On occasions, staff do not fully extend their interactions throughout continuous provision to promote children's learning to the highest level.

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Inclusion Expected standard

Leaders ensure a culture of inclusion across the setting. They work in partnership with parents, gathering information and engaging them fully in their children's learning. Leaders work in effective partnership with external agencies to ensure that children with special educational needs and/or disabilities (SEND) receive the support they need to make progress from their starting points. Leaders ensure that training is in place to support the special educational needs coordinator's professional development.

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Inclusion Expected standard

Staff use specialist equipment to ensure that children with complex needs can access the broad curriculum on offer. They prioritise children's physical needs and provide gentle, nurturing care routines. Staff typically use information gathered during observation and assessment to develop children's next steps. They regularly assess children's communication using a screening tool and then work in conjunction with the setting's speech and language therapist. She supports children's key people to develop targeted interventions for children experiencing communication delay. For example, staff use objects of reference to help children understand routines and transitions.

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Inclusion Expected standard

Leaders make effective use of additional funding for children who experience barriers to their learning, and staff typically make adjustments to the opportunities on offer. For example, where children are fascinated by pouring and sprinkling, staff ensure consistent access to sand and water play. While staff generally take a lead from children and effectively build on their interests and fascinations to help them make steady progress, they do not consistently extend interactions to ensure children achieve the best outcomes.

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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

Children thrive in this interesting and unique setting. They receive a warm welcome from staff members who show genuine interest in their wellbeing and personalities. This helps children to feel valued and contributes to their positive attitudes towards learning. Staff work closely with parents to ensure they get to know children well. Staff in the baby room mirror children's routines from home to help babies feel settled and nurtured. They gather information from parents when children first start attending, which they use to plan effectively to promote children's development. This has a positive impact on the progress children make across all areas of learning. The gentle and unhurried approach of staff ensures respectful interactions throughout care routines. This contributes to babies' feeling emotionally secure.

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

Children who enjoy spending time outdoors can do so freely. They make choices during play and are well supported in getting dressed in wet-weather gear to spend time in the large outdoor play space. This suits the fascinations and motivations of children with special educational needs and/or disabilities, as they are free to follow their interests and explore sensory opportunities such as water and sand. Access to these experiences supports

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Address:

300 Gillott Road Birmingham B16 0RR children to maintain attention, as they spend a prolonged time engaged in play. Opportunities to climb, balance and swing in the garden all help children to become confident in their physical skills and abilities. Older children benefit from weekly sessions of adventurous play off-site at a local nature reserve. They learn about the importance of their own health and safety as they walk together with staff to the site, and engage in risky play such as whittling wood.

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Address:

All children develop into independent and curious learners. They receive just the right amount of support from skilled, nurturing staff who encourage children to get involved in their own personal care. For example, even the youngest children are supported to wash their hands before eating and after nappy changes. This helps to develop healthy habits for the future and prepares children well for the next stage of their education journey.

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Next steps

Leaders should support staff to recognise and respond to every opportunity to create high quality interactions with children, in order to extend their learning to the highest level. Leaders should support staff to maximise opportunities for embedding mathematical language across all learning opportunities.

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About this inspection

The inspector spoke with leaders, the special educational needs coordinator, staff members and students and sought the views of 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: The Nest Nursery Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:15

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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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