Rhymes Nursery

Rhymes Nursery

Unique reference number (URN): EY451952 Address: 835 Hagley Road West, Quinton, BIRMINGHAM, B32 1AD Type: Childcare on non-domestic premises Registered with Ofsted: 17/09/2012 Registers: EYR, CCR Registered person: Rhymes 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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Inclusion Strong standard

Leaders have established a highly inclusive culture in which children with special educational needs and/or disabilities (SEND) are identified early and their needs are precisely understood. There is a meticulous and bespoke approach to planning for these children, particularly when they first join the setting. Leaders work closely with families and a wide range of professionals across different services and local authorities to ensure that every aspect of children's needs is fully understood and planned for in advance. This supports children to access all aspects of the curriculum from the outset.

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Inclusion Strong standard

Leaders and staff maintain a highly focused and responsive approach to reviewing support for children with SEND. Staff demonstrate a secure, consistent understanding of how to implement tailored strategies, ensuring support is embedded throughout the day. Leaders retain detailed oversight, using this to ensure provision remains sharply focused on meeting children's needs.

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Inclusion Strong standard

Leaders use funding strategically to support children with SEND and provide carefully considered experiences that reflect their individual needs. They consider the needs of disadvantaged children and those who may face barriers to learning or wellbeing, including those known to children's social care. They work with families and external professionals to ensure support is coordinated and responsive, helping children feel included and benefit fully from what is on offer.

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Achievement Expected standard

Children typically make age-appropriate progress from their starting points, with children with special educational needs and or disabilities making accelerated progress. Overall, children develop their communication and language through daily interactions and show increasing confidence. Toddlers make links to familiar characters in their play, using language to share their ideas and retell aspects of stories, supporting their understanding and development of early communication skills. Older children demonstrate secure social skills as they play cooperatively with their peers, take turns, and negotiate roles during play. They are eager to take part in activities and show curiosity and interest in their learning, including during group times and imaginative play.

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Achievement Expected standard

However, for some children, progress is less consistently supported across the curriculum, and opportunities to deepen knowledge and extend learning are not always fully maximised.

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Behaviour, attitudes and establishing routines Expected standard

Leaders generally establish a positive environment where expectations for behaviour are clear and understood. Staff build warm, respectful relationships with children and model kindness and care in their interactions. This supports children to feel secure and confident. Children typically learn to play alongside each other, take turns and begin to manage their own behaviour. Older children generally cooperate in games and negotiate roles during play, demonstrating developing social skills.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children's behaviour through routines and interactions that reflect their age and stage of development. They guide children through daily routines and reinforce expectations. Mealtimes are social occasions where children sit together, develop their independence, learn manners and understand expectations. Staff establish familiar routines, including sleep times and nappy changing, which help children to feel secure and understand what will happen next. In the main, staff adjust routines to meet children's individual needs.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance and punctuality. They work with families to support children in attending regularly. They identify children who need additional support and put strategies in place, such as working with families to establish morning routines, so children can access the full learning offer.

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Children's welfare and wellbeing Expected standard

Leaders generally ensure that care practices meet children's individual needs. Staff know children well and build secure relationships through an effective key-person system, which supports children to feel safe and emotionally secure. Bespoke transition arrangements help children settle confidently into the setting. Leaders ensure any care plans are detailed and clearly understood by staff, who receive specific training to manage children's medical needs. This ensures that children with special educational needs and/or disabilities receive highly responsive care that reflects their individual routines and needs.

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Children's welfare and wellbeing Expected standard

Staff support children's emotional development through familiar approaches that help them to recognise and express their feelings. For example, staff use children's favourite characters and stories to help them understand emotions and communicate how they feel. Staff support children to develop their independence through daily routines, including feeding and self-care.

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Children's welfare and wellbeing Expected standard

Leaders promote children's health effectively. Meals are nutritionally balanced, and children are encouraged to make healthy choices, including through the introduction of healthier dessert options such as stewed fruit. Staff follow clear hygiene procedures and support children to understand routines that keep them safe and well. Children typically develop a secure sense of well-being and are supported to thrive.

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Curriculum and teaching Expected standard

Leaders generally have an accurate understanding of the quality of teaching and have taken appropriate action to strengthen staff knowledge, particularly in communication and language. Staff typically support children's language development purposefully through interactions, routines and planned experiences. For children with special educational needs and/or disabilities (SEND), communication strategies are highly personalised, including the use of visuals, objects of reference and tailored approaches to interaction.

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Curriculum and teaching Expected standard

In the baby rooms, staff demonstrate a secure understanding of children's starting points and use this effectively to support their development. For example, they recognise children's stages of physical development and plan opportunities to support early walking and movement. However, staff do not consistently use children's starting points to inform planning, and learning experiences are not always sharply focused on what children need to learn next.

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Curriculum and teaching Expected standard

The outdoor learning environment generally reflects a broad range of learning opportunities across the areas of learning, enabling children to explore, be active, and make links to their own experiences. However, this level of precision is not consistently evident across all indoor learning environments. Resources are often based on what is available rather than being intentionally planned to maximise learning. This reduces opportunities to extend learning consistently across the day.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and areas for development and have identified the need to strengthen staff knowledge, particularly around child development and planning. They have begun to address this through training and mentoring. They now need to ensure that the actions they take to address identified areas for development lead to timely and measurable improvements in the quality of teaching and learning.

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Leadership and governance Expected standard

Leaders show a notable commitment to inclusion and take decisions that prioritise the needs of children with special educational needs and/or disabilities. Leaders use their reflections and understanding of families' needs in the local community to take proactive steps to increase access to early education, ensuring that children receive their entitlement. They have also recently introduced specific language interventions for all children.

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Leadership and governance Expected standard

Leaders support staff wellbeing and workload through regular supervision, mentoring, and access to additional support, including counselling services. Staff feel supported and value the opportunities to develop their practice. Professional development is relevant and includes both core training and more specific training linked to children's individual needs, enabling staff to meet children's care needs effectively.

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Leadership and governance Expected standard

Leaders work successfully in partnership with families and other professionals. They have taken steps to strengthen communication with parents, including responding to feedback and reviewing their approaches.

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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 arrive happily and confidently, seeking comfort from familiar staff and quickly engaging in their play. They feel safe and form secure relationships, including those who are new to the setting and those with special educational needs and/or disabilities (SEND). Children with complex needs receive highly attentive and personalised care. Their routines, communication methods, and medical needs are well understood, helping to ensure their safety and enabling them to settle quickly.

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

Children enjoy their learning and are keen to take part in activities. They join in group times with enthusiasm, such as singing songs using actions and signs, and confidently share their ideas. Children develop positive social skills as they play alongside their friends, negotiate roles in imaginative play, and take turns in games. For example, pre-school children create their own group games outdoors, such as pretending the ground is lava, working together to decide how to use climbing equipment safely. Indoors, children engage in role play, exploring familiar experiences, such as acting out the roles of police officers.

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

Children benefit from a broad range of experiences within and beyond the setting. They explore their local community, including visits to local restaurants, bus rides, and trips to local attractions, helping them make sense of the world around them. Children are supported to attend regularly, and those who need it receive help to overcome barriers to punctuality so they can take part fully in what is on offer. Overall, children feel safe, included and valued. They build strong relationships, develop confidence and enjoy learning.

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Address:

835 Hagley Road West Quinton BIRMINGHAM B32 1AD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 17/09/2012 Children, including those with SEND, are supported to take part in everyday experiences and make progress from their starting points.

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Next steps

Leaders should refine planning systems so that children's individual starting points clearly inform what they need to learn next, ensuring teaching is consistently purposeful and builds on prior knowledge. Leaders should strengthen the design of indoor learning environments, so they consistently reflect the areas of learning and support progression, enabling staff to maximise opportunities for teaching and learning throughout the day. Leaders should strengthen the actions taken following monitoring and evaluation so that they lead to timely, measurable improvements in the quality of teaching and learning.

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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. Registered person: Rhymes Nursery Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 06:00

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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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