Little Oaks Day Nursery Bushbury

Little Oaks Day Nursery Bushbury

Unique reference number (URN): 2795873 Address: Little Oaks Day Nursery Bushbury, 72 - 74 Stanley Road, Wolverhampton, WV10 9EL Type: Childcare on non-domestic premises Registered with Ofsted: 24/07/2024 Registers: EYR Registered person: GLM Early Years Bushbury Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Staff act as positive role models and create a calm, consistent environment where behaviour is positive. They use clear and consistent strategies to support children's understanding of expectations and help them manage their behaviour appropriately. Staff respond calmly and sensitively, reinforcing boundaries in a way that supports children's emotional security and self-regulation.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff know children well and use their secure knowledge of individual needs to guide their practice effectively. The key-person system works well and supports positive, secure attachments. Children confidently seek reassurance from familiar adults and interact positively with them throughout the day, showing trust and emotional security in the setting.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children with special educational needs and/or disabilities or those who face barriers to learning receive effective support. Staff adapt their approach to meet individual needs and ensure all children can access routines, activities and interactions successfully. Babies receive nurturing support to help them manage and overcome early emotions, with staff responding quickly and sensitively to their cues.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders have recently introduced a new programme to support emotional development and regulation. Staff speak highly of this approach and report a positive impact on children's ability to understand and manage their feelings. Praise is used effectively to reinforce positive behaviour and encourage children's confidence.

p.2

Behaviour, attitudes and establishing routines Strong standard

Clear routines support children's understanding of expectations and help them feel secure. The setting also maintains clear attendance policies and procedures, which are shared with parents to promote consistency. Staff join in play sensitively, further supporting positive behaviour and engagement.

p.2

Children's welfare and wellbeing Strong standard

Staff create an inclusive setting that actively promotes the wellbeing of children and their families. They know children and families well and use this knowledge to provide consistent, responsive support that meets individual needs. Parents speak positively about the care and guidance they receive, particularly during times of difficulty, and value the support offered to help them through challenges. The setting also signposts and provides access to mental health support for families, strengthening overall wellbeing.

p.2

Children's welfare and wellbeing Strong standard

Staff maintain consistent hygiene practices that meet the needs of children across different ages and stages of development. They work closely with parents to ensure continuity between home and the setting, particularly in routines such as feeding, toileting and sleeping. This shared approach helps children feel secure and supported.

p.2

Children's welfare and wellbeing Strong standard

The setting promotes healthy lifestyles through balanced meals prepared on site. Staff encourage children to make healthy food choices and help them talk about the importance of nutritious eating. Mealtimes provide valuable opportunities to support progression in

p.2

Expected standard

independence, manners and social skills as children sit together, serve themselves where appropriate and engage in conversation.

p.3

Expected standard

Staff support children's physical and emotional wellbeing through a range of resources and approaches. Positive attachments, supported by an effective key-person system, help children feel safe, secure and confident. Staff follow safer sleep procedures consistently to protect children's wellbeing.

p.3

Leadership and governance Strong standard

Leaders demonstrate a clear understanding of the strengths within the setting and identify areas for further development. They reflect on practice regularly to ensure continuous improvement and maintain high standards across the nursery. Leaders keep themselves updated with current guidance and ensure that all staff receive relevant updates and information promptly. They provide effective coaching and support, helping staff to develop confidence, knowledge and professional skills. Leaders are aware of where less- experienced and new staff require further coaching and targeted support to develop their knowledge, skills and understanding of practice.

p.3

Leadership and governance Strong standard

Staff benefit from opportunities to work alongside colleagues from other nurseries, which encourages the sharing of ideas and effective practice. Leaders from all settings meet regularly to share experiences, discuss developments and strengthen practice across the provision, with information then communicated effectively to all staff teams. Staff can access training and career progression opportunities, including higher qualifications. Supervision processes are effective and help staff reflect on their practice and identify next steps in their development.

p.3

Leadership and governance Strong standard

Leaders prioritise staff wellbeing by providing mental health and workload support, which staff spoke positively about during discussions. Staff also value the supportive culture, where colleagues recognise and praise one another's contributions. Parents speak positively about the setting and report that they feel well informed, supported and actively involved in their children's learning. They value the regular updates they receive from staff, which keep them informed about their children's progress and development. Parents also appreciate the home learning opportunities provided, which help them extend and reinforce their children's learning experiences at home.

p.3

Achievement Expected standard

Children are happy, confident and positive learners who enjoy sharing their play and achievements with adults. They build positive relationships with staff and benefit from an environment where they feel secure, valued and eager to learn. Children's progression is evident across the rooms, with activities and experiences carefully matched to children's different ages and stages of development. As children move through the setting, they develop increasing confidence, independence and communication skills. Children's progress is monitored effectively, and individual next steps are implemented. This ensures that children are typically prepared for the next stage of their development. Achievement in mathematics is currently less developed due to the approach that has previously been in place.

p.3

Achievement Expected standard

Children benefit from carefully planned transitions between rooms and are well supported to become familiar with new environments, routines and staff before moving. As a result, children settle quickly and confidently into their new rooms.

p.4

Achievement Expected standard

Effective partnerships with local schools support children's transition to school. Pre-school children talk enthusiastically and confidently about moving on to their next setting, demonstrating that they feel well prepared for this important step.

p.4

Curriculum and teaching Expected standard

Leaders and staff implement a clear curriculum that follows children's interests and supports progress across all areas of learning. Progression is evident across the rooms, particularly in children's confidence, communication, and speech and language development. Children move through the setting with increasing independence and confidence.

p.4

Curriculum and teaching Expected standard

Staff provide mostly high-quality interactions as they follow children's lead and join in play sensitively. They model language effectively, introduce new vocabulary, and extend conversations through meaningful comments and questions. Staff quickly identify children who face barriers to their learning. They use additional assessments and incorporate targets from other professionals into daily practice.

p.4

Curriculum and teaching Expected standard

Songs, rhymes and stories are embedded throughout the day and routines. Children listen attentively, respond enthusiastically and join in with familiar words and phrases. Staff also provide opportunities for early writing indoors and outdoors. Children access resources confidently and seek support from adults when needed.

p.4

Curriculum and teaching Expected standard

The outdoor environment supports physical development well. Children climb, run, dig, grow plants, use the mud kitchen and search for minibeasts. When one child found a slug, others gathered excitedly to observe it and discuss its movements and trail. Staff extended the discussion skilfully, encouraging curiosity and language development as children searched for more creatures outdoors.

p.4

Curriculum and teaching Expected standard

Staff respond well to children's individual needs. However, current mathematical provision remains less developed. Staff mainly focus on counting, colours and shapes, with fewer opportunities for children to explore other mathematical concepts. Leaders have recently introduced a new approach to mathematics and plan to monitor its impact carefully.

p.4

Inclusion Expected standard

Leaders and staff create an inclusive environment where all children receive the support they need to achieve and make progress. Staff use adaptive resources effectively to help children communicate, understand routines and access learning opportunities confidently. Staff identify children's needs quickly and follow clear procedures to assess, monitor and review progress for all children, including those with special educational needs and/or disabilities (SEND), those known to social care or those who face barriers to learning.

p.4

Inclusion Expected standard

Leaders work proactively with external professionals, making referrals promptly and implementing advice carefully to ensure children receive timely and effective support. They plan the use of additional funding thoughtfully to meet individual needs and improve outcomes for children. All staff understand the procedures for raising concerns and know who to contact within the setting and beyond when they identify emerging needs. Leaders provide ongoing advice, guidance and coaching to strengthen staff knowledge and confidence in all aspects of SEND practice.

p.5

Inclusion Expected standard

Staff know their key children extremely well, including their targets, next steps, and any adaptations required to support learning and development. Furniture and resources match children's ages and stages of development appropriately. Leaders are strengthening systems to support newer staff in identifying and monitoring needs effectively.

p.5

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

Children arrive at the setting happily and confidently, excited to begin their day in a safe, welcoming and nurturing environment. Warm greetings from staff help children and families feel valued and secure from the moment they enter. Positive, secure attachments are evident throughout the setting, with children seeking reassurance, comfort and shared enjoyment with familiar adults. Children separate from their parents with confidence, knowing their needs will be understood and met. Parents speak positively about the support they receive and value the caring relationships staff build with their families. Clear policies communication are shared with parents, and attendance is promoted from the start.

p.5

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

Children eagerly explore the stimulating environment and access resources independently. They show curiosity, confidence and enthusiasm in their play and learning. Staff interact sensitively with children, listening carefully to their ideas and following their interests to extend learning opportunities naturally. Individual needs and any barriers to learning are well understood and carefully planned for from the very start of each child's journey within the setting, ensuring all children feel included, supported and able to thrive.

p.5

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

A strong example of children's engagement and excitement in learning was seen when a small group noticed a flock of birds flying overhead. The children became animated as they discussed the way the birds moved together through the sky. An adult joined the conversation and skilfully extended the learning by commenting on the patterns the birds were making and asking thoughtful questions such as 'I wonder where they are going?'

p.5

Address:

Little Oaks Day Nursery Bushbury 72 - 74 Stanley Road Wolverhampton WV10 9EL

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: GLM Early Years Bushbury Ltd Children enthusiastically shared their own ideas and eagerly called their friends to join the discussion. Together, they talked about what type of birds they might be and decided to look in books to find out more information. There was a genuine buzz of excitement as children collaborated, communicated and explored their ideas with confidence and curiosity.

p.6

Next steps

Leaders should continue to improve provision for mathematics by implementing and closely monitoring the new approach, strengthening staff subject knowledge and raising children's achievement in this area of learning. Leaders should further enhance coaching and support for new staff to ensure they develop confidence and knowledge in identifying and supporting children with special educational needs and/or barriers to learning.

p.6

About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

p.6

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. Register(s): EYR

p.6

About this inspection

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8