Rackets Pre-School Nursery

Rackets Pre-School Nursery

Unique reference number (URN): 227182 Address: E.A.L.T.S, 14A Westbourne Road, Edgbaston, Birmingham, West Midlands, B15 3TR Type: Childcare on non-domestic premises Registered with Ofsted: 05/12/2000 Registers: EYR, CCR, VCR Registered person: Rackets Pre-School 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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Achievement Expected standard

Children make progress from their starting points across the areas of learning. They develop communication and language skills through regular interactions, including a clear interest in books. Younger children confidently select books, engage with familiar stories and begin to repeat words. Older children talk about their ideas and experiences, using a growing vocabulary. Children build physical skills and confidence through active play. For example, they explore outdoor equipment, develop coordination using push-along vehicles and show curiosity about the natural world, including insects and their environment.

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Achievement Expected standard

Children with special educational needs and/or disabilities make progress from their starting points. They take part in personalised interactions, such as exploring and naming familiar objects, and simple turn-taking games, including ball play, which support early communication and social interaction. Children engage with others and begin to respond socially.

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Behaviour, attitudes and establishing routines Expected standard

Leaders create a calm and caring environment where children feel secure and valued. Staff build warm relationships with children, supporting them to feel confident and settled. Children respond positively to staff, arriving ready to engage in play and daily routines. Staff have clear expectations for behaviour. However, they do not consistently help all children develop a secure understanding of how to use space and resources safely, including being aware of others when they ride the wheeled vehicles down the ramp.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to play alongside others, share resources and take turns. Staff support children to understand expectations through routines and guidance. For example, children follow established routines at snack time and during transitions, which helps them to feel secure and develop independence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders actively promote regular attendance. They work closely with families to understand reasons for absence, including extended absences, and support families to establish consistent routines. Leaders also encourage punctuality, particularly for children preparing for school.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children, including those with special educational needs and/or disabilities, to engage and interact with others. They adapt their approach to meet children's individual needs, helping them to develop positive attitudes to learning and play.

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Children's welfare and wellbeing Expected standard

Staff support children's physical development and wellbeing through active play and regular outdoor experiences. Children develop confidence in their physical abilities and begin to understand how to keep themselves and others safe. At times, staff do not consistently reinforce this understanding, particularly when children use shared outdoor spaces, to fully support their awareness of safety.

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Children's welfare and wellbeing Expected standard

Staff support children, including those with special educational needs and/or disabilities, to feel included and cared for. They adapt routines and provide additional support to ensure all children's needs are met. Staff implement care practices that meet children's individual needs. They follow established routines for sleeping, feeding and hygiene. Mealtimes are managed safely, with staff supervising children closely and supporting them to develop independence, such as feeding themselves and managing routines.

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Children's welfare and wellbeing Expected standard

Staff know children well and build secure, responsive relationships, which help children to feel safe and settled. Key persons provide consistent care, particularly for babies, supporting them to feel emotionally secure and confident within the setting. Children are supported to recognise and express their feelings. Staff provide reassurance and use simple language to help children identify emotions. Children begin to develop an awareness of their feelings and those of others.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that reflects children's interests and provides a broad range of experiences across the areas of learning. Children benefit from daily use of local outdoor facilities, which supports their physical development and helps them to develop an understanding of the natural world. Leaders prioritise children's personal, social and emotional development, communication and language, and physical development, particularly for younger children. Staff provide opportunities for children to be active, explore and engage in play, both indoors and outdoors. At times, staff planning is more generalised and does not consistently identify precisely what children are intended to learn across daily experiences. This means that some learning opportunities arise incidentally rather than being fully shaped to build on what children already know and maximise engagement.

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Curriculum and teaching Expected standard

Staff use their knowledge of children to adapt experiences and support engagement. They interact warmly with children, modelling language and introducing new vocabulary through play and daily routines. For example, staff use resources, books and conversations to extend children's communication. Assessment is used to identify children's starting points and inform support, particularly for children with special educational needs and/or disabilities, where targeted strategies help children to access the curriculum.

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Inclusion Expected standard

Leaders create an inclusive environment where children's individual needs are identified and supported. They gather information from parents and previous settings and use this, alongside ongoing observation, to assess children's starting points. Leaders identify children with special educational needs and/or disabilities (SEND) early and take appropriate action to secure support.

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Inclusion Expected standard

Leaders work closely with parents, external professionals and the local authority to plan support. For example, they liaise with the area special educational needs coordinator and other agencies. They use advice to inform strategies within the setting. Staff provide targeted support, including one-to-one interactions, adapted resources and the use of familiar routines, such as songs and structured activities, to support communication and engagement. They support children with SEND to participate in daily routines and play alongside their peers.

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Inclusion Expected standard

Leaders monitor children's progress and make adjustments to support as needed. They recognise small steps of development, particularly in communication and social interaction, and use this to inform next steps. Additional funding is used to provide extra staffing and resources to meet children's needs. Overall, leaders demonstrate a clear commitment to inclusion. Their actions help to reduce barriers and support children to access the curriculum and make progress from their starting points.

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Leadership and governance Expected standard

Leaders demonstrate a clear commitment to providing a nurturing environment where children and families are well supported. They know their children and community well and take decisions that reflect children's individual needs, including those with special educational needs and/or disabilities. Leaders work closely with parents, other settings and external professionals to support children's development and wellbeing. They exchange detailed information when children start to help ensure a smooth and supportive transition into the setting.

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Leadership and governance Expected standard

Since the last inspection, leaders have taken steps to strengthen their practice. They have developed their curriculum and increased their presence within the setting to support staff and improve consistency. Leaders understand the setting's strengths and areas for development. They have identified plans to further enhance the outdoor area to strengthen children's learning experiences. However, oversight of teaching and learning is not yet consistently sharp enough to ensure that children's learning is purposefully planned to deepen their knowledge, skills and understanding securely over time.

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Leadership and governance Expected standard

Leaders support staff wellbeing and create a positive working environment. Staff speak positively about the support they receive. Leaders provide professional development opportunities, including feedback from observations and access to training.

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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

Children attend regularly and arrive happily, separating from their parents with ease. Staff warmly greet children, who quickly join their friends, showing they feel safe, secure and welcomed. Staff know children well and build nurturing relationships, helping them to develop a strong sense of belonging. Younger children confidently explore alongside older children and take part in shared routines such as mealtimes and outdoor play. Children show increasing independence as they move around the environment, make choices in their play and engage with familiar routines throughout the day.

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

Children enjoy a range of experiences, particularly outdoors, where they explore the local environment and engage with natural resources. These experiences support children's curiosity and engagement and provide opportunities for them to be active and develop physically. Children are motivated in their play and sustain interest in activities. For example, they explore construction and imaginative play, where they talk confidently about their ideas, recall past experiences and use a growing vocabulary to describe what they are doing.

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

Children develop positive social skills. They learn to share, take turns and interact with others, supported by calm and consistent guidance. Children understand routines and expectations and begin to manage their own behaviour. For example, at snack time, they help to distribute resources, practise good manners and engage in conversations with their peers and staff. Children show confidence in familiar routines and respond positively to adult support.

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Address:

E.A.L.T.S 14A Westbourne Road, Edgbaston Birmingham West Midlands B15 3TR Children, including those with special educational needs and/or disabilities, are included in all aspects of the setting. They benefit from targeted interactions, such as one-to-one support, songs and familiar activities, designed to help them communicate and engage.

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Address:

Children make progress from their starting points, particularly in their communication, social development and independence. They are happy, settled, and developing increasing confidence and independence.

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Next steps

Leaders should support staff to plan learning so that all aspects of the daily routine are purposeful and enable children's knowledge to build over time. Leaders should extend opportunities for children to further understand how to keep themselves and others safe during outdoor play. Leaders should strengthen the oversight and monitoring of teaching to support children's deeper learning and engagement.

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About this inspection

The inspector spoke with the nominated individual (who is also the manager), staff 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Rackets Pre-School Limited

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About this inspection

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

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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

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 .

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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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