Bright Swans Day Nursery

Bright Swans Day Nursery

Unique reference number (URN): EY540476 Address: 455 Yardley Wood Road, BIRMINGHAM, B13 0TA Type: Childcare on non-domestic premises Registered with Ofsted: 27/10/2016 Registers: EYR, CCR, VCR Registered person: Bright Swans 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 Needs attention

Children's achievement is limited because the curriculum is not consistently taught well. Some children are not developing the knowledge and skills expected for their age and stage of development as a result. Some children's progress in communication and language is inconsistent because staff do not always play alongside them and support their language effectively.

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Achievement Needs attention

Children with special educational needs and/or disabilities (SEND) do not always make sufficient progress. Their engagement in learning is sometimes hindered by staff's lack of knowledge of their key children. At times, staff demonstrate uncertainty about how to interact and engage with children with SEND to support their learning. This does not secure better outcomes for children.

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Achievement Needs attention

Children gain skills in preparation for their move to school. Many children learn new vocabulary and language as they share stories and sing songs and rhymes with staff. With staff supervision and prompts, children learn independence skills, such as putting on their own coats and hanging their belongings on pegs. Some children learn to recognise their names in print.

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Behaviour, attitudes and establishing routines Needs attention

Weaknesses in teaching and the curriculum sometimes impact on children's behaviour and attitudes. Staff do not always develop a thorough knowledge of their key children. This does not always promote the individual needs of children, including those with special educational needs and/or disabilities, or benefit their progress and wellbeing. This impacts on children's learning and the progress that children can make.

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Behaviour, attitudes and establishing routines Needs attention

Leaders and staff typically have high expectations for children's behaviour. Staff and children develop positive relationships. Children approach staff for help and assistance when needed, demonstrating that they feel safe and secure in their care. Children typically play well with their friends, taking turns and sharing resources.

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Behaviour, attitudes and establishing routines Needs attention

Sleep routines are well established within the setting. Staff understand how to place babies down to sleep in line with government safety guidelines. They undertake checks to ensure babies' continued safety and comfort while sleeping.

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Behaviour, attitudes and establishing routines Needs attention

Leaders and staff recognise the importance of regular attendance for children. They monitor children's attendance and punctuality through a daily register. Leaders follow up absences with calls and home visits, if necessary, to ensure children's safety and wellbeing.

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Children's welfare and wellbeing Needs attention

Children's welfare and safety are not consistently prioritised by leaders and staff. Children are not always supervised safely. For example, children play in areas outside where they remain out of sight and hearing of staff. This does not promote children's wellbeing and safety effectively and is a breach of early years requirements. The daily checks that staff undertake do not always identify hazards effectively. For example, broken gate latches compromise the security of the perimeter fencing, allowing access to areas unsuitable for children to play. This does not consistently promote children's safety and wellbeing.

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Children's welfare and wellbeing Needs attention

When children become upset or frustrated, staff offer children care and compassion. Babies are supported to settle quickly, receiving reassuring hugs from the caring staff and building warm, positive relationships. This supports babies to feel safe and secure in the care of the staff.

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Children's welfare and wellbeing Needs attention

Children learn to use the toilet independently, washing their hands after each visit. Older children learn the importance of good oral health. They clean their teeth after mealtimes and learn why foods high in sugar are not good for their teeth. This promotes healthy lifestyles for children. Children have daily opportunities to play outside in the fresh air, promoting their physical development.

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Children's welfare and wellbeing Needs attention

Leaders provide healthy and nutritious meals and snacks for children. Staff supervise children well when they eat. Leaders act on children's medical needs. They create and implement care plans that are shared with staff to promote children's wellbeing.

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Curriculum and teaching Needs attention

The implementation of the curriculum and quality of teaching is variable and inconsistent across the setting. Staff do not consistently extend children's play. For example, during role play, staff do not always engage in purposeful conversation with children to extend their vocabulary and develop their understanding. Younger children do not benefit from the same opportunities to develop their mathematical skills. This limits children's learning during some activities.

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Curriculum and teaching Needs attention

Staff are sometimes unsure how to meet the individual needs of children with special educational needs and/or disabilities (SEND). They fail to implement effective strategies, such as using simplified language and encouragement to help children with SEND take part in activities and follow routines. This limits the progress they make and impacts their engagement and enjoyment of learning.

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Curriculum and teaching Needs attention

Leaders have designed a curriculum that covers all areas of learning. Staff sometimes support children's communication and language skills. Older children learn to understand simple mathematical concepts as they sort and group objects according to their colour. Children have opportunities to play outside, where they develop their physical and social skills. Older children ride in cars, navigating their way around obstacles. Younger children develop coordination skills as they wait patiently, taking turns to climb the steps to a slide. They smile as they reach the top, before sliding down.

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Inclusion Needs attention

Leaders do not always monitor the quality of provision on offer to children with special educational needs and/or disabilities (SEND). As a result, staff are not consistently supported to plan and implement an appropriate curriculum, tailored to meet the needs of individual children. This does not always promote children's engagement in purposeful learning and hinders the progress they make. Staff do not always make adaptations to activities to enable children with SEND to actively engage in learning opportunities and interact with their peers.

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Inclusion Needs attention

Leaders offer flexibility across sessions to parents to promote regular attendance and children's inclusion in all activities offered by the setting. They work with different professionals, when needed, to support children who are known to children's social care or face barriers to their learning. Leaders demonstrate a good understanding of how they would support children who are disadvantaged and how they would use additional funding to support their learning and development.

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Inclusion Needs attention

Leaders and staff typically support the communication and language skills of children who speak English as an additional language. They routinely share words in English and in children's home language to support this area of their development and their ability to follow simple routines.

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Leadership and governance Needs attention

Leaders have failed to notify Ofsted of a significant event. They have committed an offence by failing to inform Ofsted of a fire at the setting. Since the incident and our regulatory visit where actions were raised, leaders have taken appropriate action. A full fire risk assessment has been completed, and regular fire drills are now undertaken. This helps to promote children's safety.

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Leadership and governance Needs attention

Leaders do not always ensure that staff implement robust risk assessments to ensure children's safety and wellbeing when playing outside. For example, the risks of gathered rainwater on sandpit covers are not minimised or removed by staff when completing their daily checks. This is a breach of early years requirements and does not support children's safety and wellbeing effectively.

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Leadership and governance Needs attention

Leaders' plans for professional development are not sufficiently focused on improving the quality of teaching. Consequently, the curriculum is not always taught well, which impacts on children's learning and the progress they make.

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Leadership and governance Needs attention

Leaders do not consistently ensure that children with special educational needs and/or disabilities (SEND) are taught well to ensure that their individual needs are met. For example, staff do not always demonstrate a thorough knowledge of their key children, identifying what it is they need to learn next. Some parents feel uninformed about their children's key person. Leaders, therefore, do not ensure that an effective key-person system to promote positive relationships with parents and children is in place to help meet children's individual needs and wellbeing.

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Leadership and governance Needs attention

Leaders ensure that staff undertake mandatory training, such as safeguarding and paediatric first aid, to promote children's safety and wellbeing. The staff team reports that it has regular supervisions and feels supported by leaders. Parents feel informed about their children's daily activities and routines.

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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's safety and wellbeing is sometimes compromised when playing outside. Leaders do not fully ensure that staff implement robust risk assessments to ensure that the outdoor area is safe and secure for children. Children are not always within sight and/or hearing of staff when playing outside. This does not consistently promote their health and safety.

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

Children do not always benefit from activities that they enjoy and that promote their learning, because not all staff implement the curriculum effectively. Some children make less progress because staff do not focus on children's different ages and stages of development. Children enjoy the time they spend playing outside in the fresh air. They develop social skills as they enjoy playing games, such as 'What's the Time, Mr Wolf?', with their friends. Older children develop physical skills as they jump in hoops, and younger children reach to pop bubbles in the air. Children behave well, respectfully following the instructions given to them by staff and sharing toys and resources with their friends.

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

Children build positive relationships with staff, demonstrating that they feel safe and secure in their care. Older children enjoy singing and rehearsing songs that they perform for parents and carers. This builds children's confidence and self-esteem. Children are prepared well for the next stage of their education at school. They learn to follow simple routines and build independence, such as tidying away resources before going out to play.

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

Children's attendance and punctuality is monitored closely by leaders, who work in partnership with parents to prioritise children's punctuality and regular attendance.

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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 that procedures for risk assessment are robust and consistently implemented so that any hazards posed to children are identified, removed or minimised, to effectively maintain children's safety and wellbeing 17/06/2026

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Action Completion Date

ensure that curriculum planning is adjusted to support children's interests and emerging needs, reflecting on the different rates at which children learn and their different ages and stages of their development 17/06/2026

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Action Completion Date

improve the quality of teaching through sharply focused professional learning to promote outcomes for children 17/06/2026

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Action Completion Date

implement effective arrangements to support children with special educational needs and/or disabilities to ensure that they are receiving the individual support they require to make the progress they are capable of 17/06/2026

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Action Completion Date

strengthen the key-person system, tailoring children's learning to meet their individual needs and promoting partnership working with parents to benefit children's learning and development 17/06/2026

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Address:

455 Yardley Wood Road BIRMINGHAM B13 0TA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bright Swans 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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About this inspection

The inspectors spoke with leaders, practitioners, the special educational needs coordinator, parents and children 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

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. This data is from 19 May 2026

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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

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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