Leaps and Bounds Children's Centre and Day Nursery

Nursery

Unique reference number (URN): EY418276 Address: 161 Gillott Road, BIRMINGHAM, B16 0ET Type: Childcare on non-domestic premises Registered with Ofsted: 28/01/2011 Registers: EYR, CCR, VCR Registered person: SAI Children Centre 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, including those with special educational needs and/or disabilities, typically develop the knowledge and skills they need across the areas of learning. This prepares them well for the next stages in their learning and school.

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Achievement Expected standard

Babies confidently explore using their senses as they investigate different textures, sounds and smells. They develop their early communication as they copy familiar words and actions during meaningful one-to-one interactions with staff, such as playing peekaboo. Toddlers refine their fine motor skills as they use single-handed tools safely. They concentrate as they transfer sand and water between a range of containers. Toddlers strengthen their coordination as they crouch, balance and move purposefully while exploring the environment. Older children confidently apply mathematical ideas as they compare quantities, use language such as 'full' and 'empty' and explore number through a variety of resources, including dice. They solve problems as they experiment with play dough, test ideas and explain their thinking to staff and their friends. Children develop their creativity and curiosity as they investigate a wide range of materials. They explore the different smells

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Achievement Expected standard

of spices, experiment with cameras and use open-ended resources in imaginative ways.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish generally clear expectations for children's behaviour and daily routines. Children typically behave well because staff provide calm guidance and help them understand what is expected. Staff identify the triggers for individual children's behaviour and adapt their approach to prevent unnecessary distress. For example, they recognise when some children need reassurance before familiar adults leave them and provide additional support to help them regulate their emotions. Staff typically encourage children to share, take turns and cooperate during play. Overall, daily routines generally support children's growing independence. For example, older children learn routines that prepare them well for school as they line up, carry their own plates and manage aspects of lunchtime independently. However, routines are not consistently implemented across the nursery. For example, the organisation of lunchtime for

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Behaviour, attitudes and establishing routines Expected standard

toddlers sometimes results in some unnecessary waiting, meaning opportunities to maximise children's independence and learning are not used consistently.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of regular attendance and work in partnership with families to remove barriers where possible, including for children who face barriers to their learning. Staff help parents understand when children can continue to attend nursery safely due to minor ailments and when they should remain at home due to illness. This generally helps children benefit from consistent routines, build secure relationships and access the full curriculum.

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Children's welfare and wellbeing Expected standard

Leaders promote children's welfare effectively. They respond thoughtfully to environmental factors that may compromise children's welfare. For example, during periods of hot weather, they continually review risk assessments. They monitor room temperatures and adapt the environment by relocating babies to cooler areas for playing, eating and sleeping. Staff complete risk assessments for planned experiences. However, they do not give full consideration to how these opportunities can help children understand and manage risks when using a range of open-ended resources.

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Children's welfare and wellbeing Expected standard

Staff help children develop the language to recognise, understand and express their feelings in developmentally appropriate ways. For example, on arrival, older children choose to spend time talking with staff about how they feel and link their emotions to colours. Staff encourage children to reflect on how different situations make them feel, helping them develop an increasing understanding of their own emotions and those of others. Staff adapt their interactions so that all children feel included.

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Children's welfare and wellbeing Expected standard

Leaders promote healthy lifestyles through regular opportunities for outdoor play and learning, nutritious meals and snacks, and ensuring children have frequent access to drinking water. Staff also encourage children to develop increasing independence from an early age. For example, once babies are confidently standing, staff support them to stand at the sink while washing their hands, helping them begin to learn hygiene routines. Staff continue to build on these routines as children grow, encouraging them to manage aspects of their own care independently.

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Curriculum and teaching Expected standard

Leaders have designed a broad curriculum around carefully chosen concepts that children revisit as they move through the nursery. Staff revisit ideas, such as water and movement, through experiences that increasingly deepen children's understanding as they move through the rooms. Overall, staff typically implement the curriculum successfully. They generally adapt their interactions to ensure that all children can participate in learning. They use modelling, narration of children's play and purposeful questioning to extend children's communication, mathematical understanding and thinking. Staff make effective use of everyday routines to support language development. They engage babies in meaningful one-to-one conversations during nappy changing and care routines. They encourage toddlers to express themselves creatively as they explore paint, sand and water. Staff support older children to explain their ideas and solve problems as they investigate and

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Curriculum and teaching Expected standard

Leaders have established effective systems for assessing children's learning and development. Staff generally know children well and identify children's next steps. However, staff's use of assessment information is not consistently embedded in planning. This means that learning experiences do not always build closely on what individual children already know, understand and can do. As a result, opportunities to maximise children's progress are not consistent.

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Inclusion Expected standard

Leaders identify children who face barriers to their learning and wellbeing at an early stage. They generally work effectively with parents and a range of external professionals to ensure children receive the support they need. Leaders review children's progress regularly and adapt support as children's needs change. This helps children access the curriculum alongside their peers and develop positive relationships. However, assessment information is not always used precisely enough to identify the specific steps in learning that individual children need next. As a result, planned teaching does not consistently build on children's current stages of development as closely as possible.

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Inclusion Expected standard

Leaders take time to understand children's individual circumstances, family backgrounds and home cultures. They use this information to help children settle, to value children's experiences and to ensure all families and children feel included in nursery life. Leaders use additional funding purposefully to reduce barriers to learning. They generally work closely with families to identify how funding will best support each child. Leaders use funding to provide targeted one-to-one support where appropriate. They also broaden children's experiences through visits to places such as museums and local shops and the use of public transport.

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Leadership and governance Expected standard

Leaders generally demonstrate a clear vision for the nursery and accurately evaluate its strengths and areas for development. They have recently reviewed the curriculum, refining the concepts they want children to develop as they move through the nursery. Leaders are currently prioritising strengthening the quality of staff interactions so that teaching becomes consistently effective across the setting. Leaders also respond diligently to concerns when they arise. For example, they have reviewed and strengthened their procedures for managing accidents and first aid. This includes updating policies and providing additional training. They monitor practice regularly and use their findings to identify where further improvements are needed. However, monitoring is not yet consistently precise enough to ensure all staff implement teaching to the highest standard.

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Leadership and governance Expected standard

Leaders invest in staff's professional development. Training typically reflects the priorities they have identified, including positive teaching interactions, safe sleep, healthy eating and safeguarding. Staff value having regular supervision, time to manage their workload, professional discussions and opportunities to reflect on their practice. Leaders build positive partnerships with parents and the wider community. They provide workshops, share resources for learning at home and organise events that encourage families to become involved in nursery life. This helps parents to extend their children's learning beyond the setting and provides greater continuity in experiences.

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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 benefit from regular attendance and enjoy their time at this welcoming nursery where they are greeted warmly by practitioners who know them well. They quickly settle into their play and confidently follow familiar routines, such as self-registering on arrival and preparing themselves for the day ahead. Children who initially arrive feeling unsettled are comforted sensitively by practitioners with whom they have developed close, trusting relationships. They quickly regain their confidence and become absorbed in their learning.

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

Children develop a strong sense of belonging because practitioners value them as individuals and work closely with their families. Children, including those who speak English as an additional language and those who receive additional support, are welcomed into the nursery and included in all aspects of daily life. For example, children who speak English as an additional language hear familiar words from their home language during play and daily routines, helping them feel included and understood.

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

Children confidently access a rich learning environment that reflects their stage of development and encourages them to return to favourite experiences. Children explore how water moves through channels and experiment with blowing foil boats across the water. They discover whether the boats float and adapt them into scoops so that they can fill containers. Babies delight in sensory experiences as they explore textured materials and investigate the different smells and textures of fruit in water. They develop their communication through songs, stories and meaningful one-to-one interactions during everyday routines. Toddlers become absorbed as they transfer water between containers, explore how water flows through channels and prepare fruit smoothies. Children develop the knowledge, skills and confidence they need for their next stage of learning.

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

Across the nursery, children become increasingly independent as they wash their own hands, manage aspects of their personal care and confidently follow familiar routines. Children behave well and show positive attitudes to learning. They cooperate with their friends as they solve problems, build and create together.

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Next steps

Leaders should strengthen monitoring so that staff consistently implement high-quality teaching and make effective use of daily routines to maximise children's learning. Leaders should develop staff's use of assessment information so that planning more precisely reflects children's individual needs and supports them to make the best possible progress.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children, parents and grandparents during the inspection.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: SAI Children Centre Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:15

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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

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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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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