Dainty Little Hands

Dainty Little Hands

Unique reference number (URN): 2792053 Address: 171-175 Bordesley Green East, Bordesley Green, Birmingham, B9 5SR Type: Childcare on non-domestic premises Registered with Ofsted: 20/06/2024 Registers: EYR Registered person: Dainty Little Hands 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 are highly proactive in ensuring that the needs of children with special educational needs and/or disabilities (SEND) are successfully met. They have substantial, expert knowledge and skills in supporting children with SEND and those who face other barriers to their learning and/or wellbeing. They continually use research to extend their knowledge and find new and innovative ideas, which they share with staff and weave into practice. Leaders have embedded a consistent, highly inclusive culture across the setting.

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Inclusion Strong standard

Leaders and staff swiftly identify children's needs and use in-depth assessment extremely effectively to plan and review their next steps in learning and development. Children with SEND engage deeply in activities tailored to their individual needs. For example, leaders have used early years pupil premium funding to purchase resources that support individual children's play and learning, such as equipment that helps children to self-regulate through repeated spinning movements. As a result, these children make significant progress from their starting points.

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Inclusion Strong standard

Leaders work closely with staff to develop their expertise in strategies, such as Makaton, which strengthen and support children's communication. Staff apply these approaches consistently, including for children with SEND. Leaders also use a speech and language audit to assess children's needs precisely. As a result, children make rapid progress in their communication and language skills. Leaders work highly effectively with external agencies, professionals and parents to secure the support these children need to make the best possible progress in their learning.

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Leadership and governance Strong standard

Leaders, including those responsible for governance, are highly committed, enthusiastic and have a wealth of knowledge. They have an in-depth knowledge and understanding of child development. They are experts in implementing this knowledge in practice to meet the needs of all children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to their learning. Children benefit from a highly inclusive environment. Leaders work closely with parents to provide well-tailored support and engage external agencies promptly to secure specialist help for children with SEND. As a result, they receive excellent support to help them learn, develop and thrive.

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Leadership and governance Strong standard

Leaders are committed to continuous improvement and have a clear view of the setting's strengths and priorities for development. They lead by example, using hands-on modelling in their work with children to strengthen staff's knowledge, skills and practice. Leaders also consider the wellbeing of staff and provide opportunities for them to develop through training and coaching. They recognise that there are occasions when staff need additional input to help them raise the quality of their interactions and teaching even more.

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Leadership and governance Strong standard

Leaders have a strong understanding of their local community and families. They work closely with all families, providing additional support to those who have children with individual needs to promote regular attendance. As a result, children develop positive habits

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Expected standard

for learning and thrive at the setting. Parents report that they are extremely happy with all the friendships their children have formed at the setting and comment on the leaders' efforts to secure the additional support their children need.

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Achievement Expected standard

Children typically progress well from their starting points. They show an enjoyment for learning within this inclusive environment. Children make secure progress in their communication and language. They move from babbling to using single words, and develop a growing vocabulary through stories, songs and rhymes. Children develop early mathematical understanding as they count objects one by one. They build their physical strength and coordination as they roll out play dough, climb and slide, and use resources such as diggers in the mud. Children also use language linked to their play, such as 'digging'.

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Achievement Expected standard

Children with special educational needs and/or disabilities make greater progress in their communication and language and self-regulation. For example, they are taught to use vocalisation sounds and gestures. These children show increasing confidence in making choices, for example, when selecting favourite rhymes, including 'Five Little Ducks'. Overall, children gain the knowledge and skills they need for their next stage of learning and development. Leaders recognise that staff do not share children's next steps with parents consistently so that learning can be better supported at home.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff foster a culture of kindness, care and respect towards all children, including their families and communities. They take time to get to know each family to ensure an inclusive, nurturing environment for every child. Children play alongside one another harmoniously, while staff support them to develop good manners and respectful interactions. Leaders have established effective procedures to monitor attendance and promote good habits for learning. They work with parents, including making appropriate adaptations for children with special educational needs and/or disabilities, to support regular attendance and meet children's individual needs. As a result, children develop positive attitudes towards their learning and this prepares them well in readiness for school.

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Behaviour, attitudes and establishing routines Expected standard

Children form positive relationships with staff and their peers. They understand what is expected of them at the setting. Staff use clear signals, such as a tambourine, to help children understand routines and know when it is time to move to another activity. Staff remind children to use their polite manners when asking for play equipment from their friends. This helps children to collaborate, share and get along with others.

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Children's welfare and wellbeing Expected standard

Leaders have high expectations for all children's welfare and wellbeing. They have created an inclusive environment where children feel safe, secure and valued. Staff take the time to get to know children and their individual needs. They are supported by a strong leadership team that shares its superb knowledge and expertise with staff to enable them to successfully meet the needs of all children. For example, children with special educational needs and/or disabilities who find self-regulation difficult are provided with individualised resources to support their emotional regulation and engagement.

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Children's welfare and wellbeing Expected standard

Children form secure attachments with their key persons and benefit from safe sleep practices that meet their individual needs. Children enjoy healthy lunches, such as spaghetti, mince and yogurt, which are provided by the setting and fully support children's dietary requirements. Staff also encourage parents to provide healthy lunch boxes for children who choose to bring food from home. However, routines at lunchtimes and sleep times are not yet established consistently well enough. As a result, opportunities to promote children's social skills at lunchtimes and ensure smoother transitions at sleep times are not fully embedded.

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Curriculum and teaching Expected standard

Leaders and staff have designed a sequenced curriculum that builds on what children already know and can do. They use assessment effectively to determine children's next steps in their learning and development. The curriculum is inclusive and adapted to meet children's individual needs, taking account of their age, stage of development and starting points. Early mathematics is woven into daily activities. For example, as children pick up balls, staff use warm, caring interactions to count aloud so children hear and begin to understand number. Leaders have identified that because the staff group is quite new, there are occasions when teaching is not yet consistently extended to a high level. Leaders do work closely with staff to further their teaching skills, but this has not yet had the desired impact to help all children make the best possible progress.

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Curriculum and teaching Expected standard

Staff support children's communication and language skills by reading books and emphasising key vocabulary. For example, when reading the book 'Elmer', they focus on questions that draw out children's recognition of colour. Children with special educational needs and/or disabilities select rhymes through vocalising sounds such as 'D' for 'Five Little Ducks'. This ensures all children are developing a love of books and increasing their vocabulary skills.

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

Children settle smoothly into this inclusive, child-focused setting. They are greeted with a warm welcome by all staff. This helps them to feel safe and secure. Parents comment on the friendliness of leaders and staff. They report their children are happy, relaxed and in the best hands at the setting. As a result, children enjoy attending and develop positive attitudes to learning.

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

Children, including those with special educational needs and/or disabilities, disadvantaged children, those known to social care and those who face other barriers to their learning and/or wellbeing, show an enjoyment for their learning. Children engage purposefully in activities, which are tailored to their individual needs. They play and learn through a range of resources that support their exploration and engagement. Babies are supported to build on their physical skills in line with their age and stage of development. For example, they are encouraged to go from a sitting to a crawling position as staff draw their attention to a ball. Younger children roll balls while staff support them to count each one in turn. Older children play cooperatively with their friends as they fill and empty containers, strengthening their wrist movements while scooping pasta. In addition, they use a rolling pin to shape play

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

Children enjoy joining in with songs, rhymes and stories to enhance their communication and listening skills. In the outdoor garden area, children learn to manage risk safely as they climb the ladder and come down the slide. Children use words such as 'digging' as they make tracks in the mud. They play alongside their friends in a harmonious way. Children recognise and respond promptly to the tambourine signal,, showing a clear understanding of tidy-up time. As a result, children sustain positive behaviour.

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Next steps

Leaders should ensure staff consistently share next steps with parents to better support their children's learning and development at home. Leaders should continue to strengthen staff knowledge and skills around the curriculum to ensure high-quality teaching. Leaders should establish lunch and sleep time routines to develop children's social skills and smooth transitions even more.

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About this inspection

The inspector spoke with staff and children and took account of parents' views 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

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Address:

171-175 Bordesley Green East Bordesley Green Birmingham B9 5SR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Dainty Little Hands Limited

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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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0 to 4

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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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

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

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