The Cradle Nursery

The Cradle Nursery

Unique reference number (URN): 2784638 Address: 169 - 171 Somerset Road, Handsworth, Birmingham, B20 2JF Type: Childcare on non-domestic premises Registered with Ofsted: 29/04/2024 Registers: EYR, CCR, VCR Registered person: Ranmak Ltd

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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 access a range of experiences that cover all 7 areas of learning. They are confident to make independent choices, such as voting for their favourite stories to be read.

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Achievement Expected standard

Children are confident communicators. For example, children who initially use single words at the setting begin to develop wider vocabulary as they hear new language. They engage in singing and story time sessions.

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Achievement Expected standard

Children join in and listen to instructions well. They are familiar with all parts of the routine. For example, at tidy-up time children help to place all of the play dough cutters in the correct box. Children build their confidence and independence as they engage with a variety of learning experiences. They maintain their focus and attention for prolonged periods. For example, children repeatedly fill and empty buckets in the sand tray using different tools.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those who face barriers to learning make progress from their starting points. Children gain the skills they need for the next stage of their education.

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Behaviour, attitudes and establishing routines Expected standard

Staff interact with children in a warm and reassuring manner. These positive interactions help children feel safe and build confidence. Staff provide lots of time and support for children to complete simple tasks, such as washing and drying their hands. Staff have designed a clear, consistent routine that allows children to anticipate what comes next. For example, children enthusiastically help to tidy up as they listen to a tidy-up song. Staff praise children as they are given the responsibility to carry out small tasks, which encourages their independence.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well and stay focused on activities for sustained periods. Children invite staff to join in with their play. Staff calmly and sensitively set children clear age- appropriate rules and boundaries, such as using 'kind hands'. This enables children to understand what is expected of them and supports respectful behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders identify when changes to routines are needed, especially to support children with special educational needs and/or disabilities, to support each child's individual needs. For example, leaders provide more focused support activities to promote children's social and communication and language skills.

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Behaviour, attitudes and establishing routines Expected standard

Leaders support children to attend the setting regularly. They keep records of the reasons for children's absences. Leaders talk to parents and carers about the benefits of attending the setting regularly.

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Curriculum and teaching Expected standard

Leaders design a sequenced curriculum that prioritises children's communication, language and social skills. Leaders understand what children need to learn to be prepared for school. Staff work collaboratively with parents to identify children's starting points. They continuously assess children's progress to determine if any additional support is required. Staff know children well. Staff model and extend vocabulary, including words such as 'squeeze' 'squash' 'pull' and 'roll' as children explore play dough. Staff adapt teaching to support children with special educational needs and/or disabilities. For example, they use simple signs and gestures to develop communication and social skills.

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Curriculum and teaching Expected standard

Leaders and staff incorporate mathematical language into everyday interactions, which enables children to be introduced to mathematical concepts from the earliest stage. For example, staff encourage children to count slices of fruit as they prepare this to eat. Children join in enthusiastically with singing and rhyme sessions. They ask for their favourite songs.

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Curriculum and teaching Expected standard

Staff understand the importance of supporting children's personal, social and emotional development. They interact with children in a warm and gentle way as children regularly check in with their key person for reassurance and support.

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Curriculum and teaching Expected standard

Staff provide opportunities for children to explore large play equipment, which promotes their physical development. However, on occasion, staff do not consider how they could further develop children's fine motor skills. For example, children sit down while accessing the sand tray, which restricts their movement.

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Inclusion Expected standard

Leaders have established effective systems to identify children's emerging needs at an early stage. They hold regular, purposeful discussions with staff members to review children's progress and identify next steps, particularly for children with special educational needs and/or disabilities (SEND). This ensures leaders and staff have an in-depth understanding of children's progress and can respond by embedding strategies within their everyday practice. For example, staff implement simple turn-taking games such as rolling a ball back and forth to support children's social skills.

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Inclusion Expected standard

Leaders continue to develop their understanding of SEND and share updated information through regular team meetings. They work collaboratively with external professionals and secure additional funding where required to ensure children receive timely support. Leaders implement a communication and language intervention tool to assess where children may require further support.

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Inclusion Expected standard

Leaders have been proactive to ensure all children who are eligible receive their entitlement to early years pupil premium funding. They have provided families with advice and support to consider if they are eligible. Leaders recognise there is further scope to strengthen how this funding is used to maximise outcomes for children.

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Children's welfare and wellbeing Needs attention

Risk assessment processes are not robust enough and lack detail. Leaders and staff can identify potential hazards for children and staff. However, they do not take sufficient action to reduce risks. For example, plastic aprons and soiled toilet brushes are stored at children's level in the bathroom. Their accessibility increases the risk of children becoming unwell.

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Children's welfare and wellbeing Needs attention

Staff discuss what should be included as part of the garden risk assessment, but leaders do not ensure this is completed. For example, an outdoor maintenance cupboard is left unlocked with the locking mechanism at child's height. This increases the risks children are exposed to.

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Children's welfare and wellbeing Needs attention

Hygiene practices at mealtimes are not yet well embedded. For instance, a heavily stained cloth is repeatedly used to clean tables between meals and is not stored appropriately. This practice does not support good infection control. Children's oral health is also impacted. Toothbrushes and toothpaste are stored in a way that increases the risk of cross- contamination.

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Children's welfare and wellbeing Needs attention

Leaders plan to introduce a healthy lifestyle programme, which aims to promote a positive sense of wellbeing for children. Children are provided with regular opportunities to develop their independence. At mealtimes, staff interact with children to promote their communication and social skills.

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Leadership and governance Needs attention

Overall, leaders take an evaluative approach by celebrating the setting's strengths and identifying some areas for improvement. However, leaders do not take reasonable steps to identify hazards in the environment and take action to minimise risks to children's health, safety and welfare.

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Leadership and governance Needs attention

Leaders do not embed consistent hygiene practices for children. They allow mealtimes to operate with low hygiene standards and do not take prompt action to address the cleanliness and condition of the kitchen facilities, despite concerns being raised by environmental health professionals.

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Leadership and governance Needs attention

Leaders support staff to make progress in their professional development. They provide opportunities for staff to work towards additional qualifications and access mandatory training. Staff said that leaders offer support, which contributes positively to their overall wellbeing. Leaders hold monthly supervision meetings, which enables staff to identify training needs and consider ways to develop their practice. Leaders interact with staff in a calm, respectful and considered way, with staff's wellbeing always prioritised. This supports both leaders and staff to act as positive role models for children. Leaders also coach and mentor one another to strengthen their leadership skills. Leaders prioritise obtaining timely support for children with special educational needs and/or disabilities. Leaders work collaboratively with other professionals to secure targeted support that meets children's individual needs.

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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

Effective health and hygiene practices are not yet embedded. Staff store toothbrushes and toothpaste in a way that increases the risk of cross-contamination, which impacts children's oral health. In addition, staff do not consistently follow infection control procedures when sanitising tables at mealtimes. While staff supervise children effectively, leaders and staff do not take sufficient action to reduce risks, as the risk assessment process is not robust enough.

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

Children confidently explore all areas of their environment. They independently make their choices and maintain focus on activities for prolonged periods. Staff interact with children in a warm, caring manner, which supports children to build positive relationships and secure attachments. Staff actively support children's communication and language as they aim to expand their vocabulary by introducing a variety of words. They plan a range of simple activities primarily focused on developing children's communication and language. Staff narrate children's play consistently.

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

Children learn simple mathematical concepts from the earliest age as staff use mathematical language in everyday interactions with children. Staff encourage children to develop independence and confidence by giving them small responsibilities. For example, children eagerly stack building blocks during tidy-up time. Children develop some awareness of health and hygiene as staff support them to wash their hands independently.

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

Staff know children well. They regularly refer to children's starting points and ongoing assessments. Leaders consider what further support could be provided for children with special educational needs and/or disabilities (SEND). For example, leaders plan small, focused activities and next steps that support social and language development for children with SEND. Leaders work collaboratively with other professionals and parents to ensure children receive timely support. Children anticipate what comes next because staff implement well-embedded routines. Children regularly check in with their key person for support, who stays close by for support. Leaders prioritise children's attendance and work with parents to understand how children's attendance at the setting can be maximised.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure risk assessment arrangements are effective to make sure that risks to children's safety are identified and actions are taken to remove or minimise these, in particular in the garden and bathroom areas 08/05/2026

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Action Completion Date

ensure equipment, resources and cleaning practices are carried out in the most safe, clean and hygienic way to promote the welfare and wellbeing of children 08/05/2026

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Address:

169 - 171 Somerset Road Handsworth, Birmingham B20 2JF

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Action Completion Date

train leaders and staff to fulfil their role and responsibilities, with particular regard to risk assessments and hygiene procedures 08/05/2026

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About this inspection

The inspector spoke with the area manager, the manager and practitioners 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. 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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