Perfect Pandas Nursery

Perfect Pandas Nursery

Unique reference number (URN): 2788192 Address: 121 Clopton Road, Birmingham, B33 0RJ Type: Childcare on non-domestic premises Registered with Ofsted: 15/05/2024 Registers: EYR, CCR, VCR Registered person: Perfect Pandas Nursery 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 generally progress well at the setting, regardless of their starting points. They become confident and curious learners. Children are able to concentrate for longer periods of time during activities and their play. They learn to name their emotions and say what makes them feel a certain way. Children develop secure relationships with staff and their peers, and they play together well.

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Achievement Expected standard

Children expand their vocabulary and take part in back-and-forth conversations throughout the day. For example, while playing in the sandpit, children talk about their experiences of the beach. Children become confident communicators.

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Achievement Expected standard

Children learn about the world and the people in it. They talk about the features of minibeasts and compare their own features. This helps children to understand the world around them and their place in it.

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Achievement Expected standard

Children learn how to count, and they develop their understanding of quantities. They talk about the colour, shape and size of objects. Children use language to describe the position of things. For example, they explain that the big bubble has gone up in the air. Children typically develop the foundational knowledge and skills necessary for their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

Children understand and follow the well-established routines within the setting. Children with special educational needs and/or disabilities take part fully in the setting's routines. All children are motivated by the curriculum on offer. This makes them eager to join in with learning, and they sustain their attention for long periods of time.

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Behaviour, attitudes and establishing routines Expected standard

Children are calm and behave well at the setting. Staff give regular and explicit praise to children to encourage their best behaviour. Staff sensitively support children to solve any age-appropriate disagreements. For example, when children want other children's resources in the sand tray, staff remind children to take turns and share. This means that children interact positively with each other and get along well.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to be polite and use good manners. They sing a 'please and thank you' song at mealtimes, and staff model and encourage positive manners throughout the day. As a result, children are beginning to say 'thank you' without prompting. Children typically attend well and are punctual. This supports them and their families to establish habits that will support later learning.

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Children's welfare and wellbeing Expected standard

Leaders implement an effective key-person system at the setting. All children, and particularly those with special educational needs and/or disabilities, develop secure attachments with their key person. This helps each child to feel settled and safe at the setting.

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Children's welfare and wellbeing Expected standard

Children receive support to recognise, express and manage their emotions. For example, during circle time, children sing a song about how they feel. Every child has the opportunity to say how they feel and why. This supports children to recognise, name and understand their emotions.

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Children's welfare and wellbeing Expected standard

Children generally develop their understanding of how to stay healthy. For example, they talk with staff about healthy eating during mealtimes, and they learn about how to brush their teeth effectively. However, procedures in the setting do not consistently promote high levels of hygiene. For example, children do not consistently wash their hands with soap before snack time, and tissues are not readily available for children to blow their noses. This impacts on children's ability to stay well and learn healthy habits.

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Children's welfare and wellbeing Expected standard

Staff provide children with opportunities to develop their independence, such as self-serving their own snack and putting hand towels in the bin. However, at times, staff perform self- care routines that children could complete for themselves, such as selecting and retrieving their own water bottles, clearing and tidying up after snack and hanging their coats on their pegs. This limits children's opportunities to become increasingly independent.

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Curriculum and teaching Expected standard

Leaders typically have an accurate understanding of what quality teaching and learning look like. They disseminate their skills and knowledge to newer members of the team so that highly effective teaching and practice will become embedded across the setting. Leaders generally provide an inclusive curriculum that centres around developing children's language and communication, their confidence and their emotional security.

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Curriculum and teaching Expected standard

Developing children's vocabulary and communication skills is at the heart of the curriculum. For example, during snack time, staff encourage children to name and describe the colour and taste of fruit and vegetables. During story time, children repeat words, such as 'swish' and 'splash'. This helps all children to learn new words and expand their vocabulary.

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Curriculum and teaching Expected standard

Children develop a love of reading through high-quality texts. For example, they listen to an engaging retelling of the story, 'We're Going on a Bear Hunt' while acting out the story with small props. This helps children to understand the characters and events in stories.

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Curriculum and teaching Expected standard

In the main, staff draw children's attention to mathematical concepts throughout play and routines. For example, children count the number of legs on minibeasts and talk about the size of sandcastles they are making in the sand. This supports children to develop the foundational knowledge and skills they need for later learning.

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Inclusion Expected standard

Leaders have a clear understanding of children's needs and progress. They use their knowledge, experience and expertise to ensure children are supported well. Leaders and staff swiftly identify children who may have special educational needs and/or disabilities (SEND) on entry to the setting or as needs emerge. They discuss children's individual needs with parents and carers and immediately begin to assess, observe and support children. Individual plans provide targeted support for children, and staff review and update them regularly. If children require specialist support, leaders contact external professionals and services to provide this, and they implement any advice provided.

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Inclusion Expected standard

Leaders and staff have high expectations of all children. They adapt routines and activities to target individual needs and allow all children to join in. There are a range of strategies in place to reduce barriers to children's communication needs that staff generally implement well. For example, staff use gestures and visual aids to support children's language and understanding. This supports children's understanding and helps them to communicate their needs.

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Inclusion Expected standard

Leaders and staff work with parents to ensure children receive access to the funding available to them. They spend additional funding effectively to improve outcomes for disadvantaged children and those with SEND.

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Leadership and governance Expected standard

Leaders are experienced and knowledgeable about the early years foundation stage. They establish a culture of continuous improvement, where all staff are keen to improve their knowledge and practice. Leaders provide staff with regular, relevant and appropriate professional development and feedback. Staff feel that leaders value them, support them well and that their workload is manageable.

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Leadership and governance Expected standard

Leaders regularly engage with external professionals to support children's education and care. They are positive and reflective about the support they receive from the local authority early years team and a variety of external networks. This collaborative work has a positive impact on children in the setting.

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Leadership and governance Expected standard

Leaders understand the setting's context. They identify areas of strength and development, and take action to drive improvement. However, leaders' analysis of the setting's strengths and areas for development is not yet detailed and perceptive enough to fully understand the effectiveness of the provision. This impacts leaders' capacity to continuously drive improvement.

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Leadership and governance Expected standard

Parents and carers are very happy with the service provided. They say that their children develop well at the setting and grow in confidence. Parents praise staff for the regular and detailed communication they receive about their child's progress and development. Parents of children with special educational needs and/or disabilities feel that they and their children are being well supported by the setting.

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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 generally arrive happily and settle quickly at this inclusive setting. They form close attachments to their key person. This relationship ensures children feel safe and secure and allows them to confidently explore the environment. Staff are responsive to children and their interests. For example, when children become engrossed in exploring flour in the sensory tray, staff notice this and add more flour. This means that children's individual needs are well met. Children benefit from the warm and positive interactions they have with staff. Staff skilfully talk to children about their experiences and their learning. Leaders and staff are working diligently to embed high-quality interactions across the setting.

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

Children receive opportunities to progress across all 7 areas of learning. They are eager to participate in the interesting activities and maintain focus. For example, children use nets to catch minibeasts and use magnifying glasses to observe them closely. They name the minibeast, count their number of legs and talk about how the minibeast makes them feel. This helps children to make progress in communication and language, mathematics, understanding the world and their emotional development.

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

Children, including those who are learning to speak English as an additional language, are well supported to develop their vocabulary and communication. Children join in with songs, nursery rhymes and stories throughout the day. They repeat the new language that staff model. This supports children to become confident communicators.

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

Children play outside in the fresh air throughout the day. Outside, they ride bicycles, climb the stairs of the slide and crawl through tunnels. They learn about plant growth through planting seeds, and make, blow and observe bubbles in the wind. This supports children's physical development and helps them to understand the world around them.

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

Children benefit from the close partnerships staff create with parents and carers. Staff provide families with support and guidance on a range of issues. They signpost external services who can provide further support. This means that children and their families get the support they need.

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Next steps

Leaders should ensure hygiene practices are consistent in ensuring children's health and wellbeing. Leaders should strengthen self-evaluation procedures so that they have an accurate and precise understanding of the effectiveness of the provision and the areas for improvement. Leaders should strengthen and extend opportunities for children to take care of their own personal needs in order to become increasingly independent.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator and parents and carers 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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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Perfect Pandas Nursery Ltd

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Address:

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

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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

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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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