Hamd House Nursery - Bordesley Green

Hamd House Nursery - Bordesley Green

Unique reference number (URN): EY462648 Address: 714-730 Bordesley Green, Birmingham, B9 5PQ Type: Childcare on non-domestic premises Registered with Ofsted: 09/04/2013 Registers: EYR, CCR Registered person: Hamd House School 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 Strong standard

Children make astounding progress in their learning. Leaders and staff strive for all children to be exceedingly well prepared for their transition both through the nursery and for their eventual move to school. Children can sit and listen for long periods of time. They are highly engaged in the activities provided and sustain prolonged periods of concentration at their chosen task. There is a strong and highly effective focus on communication and language that means children achieve an exemplary number of enriched words.

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Achievement Strong standard

Children learn how to write not only their names, but in sentences, and they count confidently to 20 and beyond before they start school. Young children learn to recognise and describe simple 2D shapes in their environment. They describe the rectangular windows on a bus and the circular wheels. Alongside this, children are introduced to letter names and the sounds they make, promoting early literacy skills. Older children learn about pollution and how the actions they take at home can impact on their environment. Children recall past knowledge they have learned and share this at home with their parents. For example, children recall they have been taught that a shrimp's heart is in its head and how this is different to humans.

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Achievement Strong standard

Staff have high expectations for all children, including those who have special educational needs and/or disabilities and for those who have barriers to their learning. Their highly effective teaching means that children achieve rapid progress from their starting points and all children make the best possible progress they are capable of.

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Behaviour, attitudes and establishing routines Strong standard

Leaders' and staff's approach to establishing routines and positively promoting children's behaviour is fully embedded into practice. Children follow instructions and routines extremely well. They sit down in lines corresponding to their class on arrival and know to use their walking feet as they walk to their classrooms. Highly effective routines are fully embedded across practice, so children confidently understand what is happening now and next and how they are expected to always behave. Staff are positive role models. At the start of each session, they revisit the classroom rules and discuss how children can show kindness to their friends. Children talk about unity and that this means they all work together to share and care. When there is unwanted behaviour, because some younger children are still learning to manage and regulate their feelings, staff swiftly deal with it. Staff continually and consistently praise the children for their behaviour, and this helps to reinforce positivity

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Behaviour, attitudes and establishing routines Strong standard

and helps to build children's self-esteem. Children demonstrate patience as they wait for their friends to finish playing with toys, before asking if they too can have a turn.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate excellent attitudes to their learning. They actively engage with the activities provided for them. They sustain long periods of time at their chosen activity, persevering and having a go as they attempt to solve problems and complete tasks they may find tricky. As soon as their interest wanes, staff skilfully move them on to another area of learning which captivates their interest. Leaders and staff work tirelessly with parents to teach the importance of attendance, striving to build strong habits for future learning. The work they do has not yet had a transformational impact on children who have barriers to their learning.

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Children's welfare and wellbeing Strong standard

Leaders and staff know all their children and families extremely well. The setting's policies and procedures are diligently and robustly followed by all to promote children's wellbeing. Children learn about healthy lifestyles and the importance of looking after themselves. They learn independence and self-care skills. Staff teach children about the importance of brushing their teeth. Children confidently and eagerly talk about why they should clean their teeth, explaining how germs cause bacteria and this can lead to cavities in their mouth. They learn about healthy foods and the impact these have on their bodies. Children enjoy using laminated pictures of food and drinks to group them into healthy or unhealthy groups. Staff expertly link this to children's favourite story about a caterpillar. When staff promote physical exercise, children place their hands on their chest and talk about how fast their

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Children's welfare and wellbeing Strong standard

heart is beating and why it is important.

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Children's welfare and wellbeing Strong standard

Outdoors, staff support children to manage their own risks in play safely. They navigate the climbing apparatus safely. Children who use wheeled toys are mindful of where their friends are playing and make sure they do not bump into them. Staff skilfully help children to learn about keeping themselves safe in an age-appropriate way. They work alongside parents, who have asked for help in teaching children about the dangers of running off. Staff expertly use the story of Goldilocks and the Three Bears to teach children about the dangers of running off and going into stranger's houses and how this may not keep them safe.

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Curriculum and teaching Strong standard

Leaders have designed a highly ambitious and aspirational curriculum for children. Leaders and staff are very successful in delivering the curriculum through highly effective teaching which means children achieve the very best they can. Highly skilled and dedicated staff mean that the quality of teaching is of a consistently high standard. High quality interactions with children consistently promote positive learning opportunities. Staff are inspiring role models, and children respond respectfully and listen attentively to them.

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Curriculum and teaching Strong standard

There is an abundance of activities provided which encompass the seven areas of learning. Through the curriculum delivery, children have ample opportunities to continually practise their skills. This means older children are confidently holding pens and using tools effectively to express their own creativity. Children who have special educational needs and/or disabilities are supported to access the highly effective curriculum which means they are extremely well supported and make rapid progress and improvement from their starting points.

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Curriculum and teaching Strong standard

The curriculum for communication and language motivates children to express and talk about their ideas freely. Staff are masterful at enhancing and continually engaging children in conversations. They ensure the knowledge and understanding of new vocabulary they expertly share is fully embedded. Children use language, such as 'decay and cavities', competently in their conversations when learning how to brush their teeth efficiently. Children are consistently exposed to and build an extensive vocabulary.

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Inclusion Strong standard

Leaders and staff provide a fully inclusive setting where children learn to value and respect different cultures and faiths and where everyone is celebrated. Parents are invited in to talk about their jobs or their culture. Recently, parents visited the nursery dressed in their traditional home costumes. They shared exciting information with children about their experiences living in different parts of the world. These experiences give children invaluable insight into the wider community around them.

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Inclusion Strong standard

The provision for children with special educational needs and/or disabilities and for children who face barriers to their learning is excellent. Leaders spend funding to create toy lending libraries for children that allows them the opportunity to take toys and books home to support their play and learning at home. Funding is used to facilitate extra-curricular trips, so every child has access to an enriched curriculum and exciting learning experiences that go beyond the classroom.

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Inclusion Strong standard

Leaders and staff carry out detailed assessments and observations which helps them to plan and provide simulating activities. This, along with intensive support provided by highly skilled staff, means children make amazing progress from their starting points. Highly effective working partnerships with external agencies means that best practice is shared with other professionals. Leaders need to continue to develop inclusivity so that more children are identified earlier and benefit from the support provided to make a transformational difference.

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Leadership and governance Strong standard

Awe-inspiring and highly aspirational leaders have full oversight of the nursery. Highly reflective practice means that any areas for improvement are swiftly identified and immediate action is taken. For example, early misconceptions in teaching of phonics were noted and immediate action was taken by supporting staff to correct their teaching. Training opportunities and continuous professional development for staff is extensive. Leaders support staff in gaining professional qualifications to support their teaching and delivery of the curriculum. Staff report extremely high levels of morale and enjoyment in their roles. Leaders and staff talk proudly of the work they do at this setting, striving to achieve the best possible outcomes for all children.

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Leadership and governance Strong standard

Partnerships with parents are exemplary. Parents comment on the progress their children make with their learning and that it is astounding. They travel from far distances to bring their children to this setting because they are so motivated to learn and come to nursery. Leaders and staff provide engaging parent workshops to promote home learning. They share ideas, knowledge and resources with parents to support them with their children's learning at home.

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Leadership and governance Strong standard

Leaders strive to provide the best possible outcomes for all children, including those with special educational needs and/or disabilities and those who may have barriers to their learning. They need to continue to be reflective and drive forward transformational impact for children which they can share within the early years sector to substantially improve outcomes for these children.

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

All children and their families are warmly greeted into the setting at the door by their key person, with smiles and welcoming hugs. Children are enthusiastic and excited and separate with ease from their parents and carers. Well-established routines mean that children know what to expect as they sit together with their peers and excitedly talk to each other about the day ahead. When it is time to make their way to their individual classrooms, children sensibly and respectfully follow the instructions given to them by staff. Children feel safe and secure in the care of the highly nurturing and attentive staff, who know children extremely well and respond to their individual needs consistently. This means that children become highly confident, independent learners who excel in their academic studies.

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

Leaders and staff are diligent in promoting attendance and work tirelessly with parents to help them improve and build positive foundations for children's future learning habits. Children thrive within this excellent setting. Leaders and staff skilfully create an environment where every opportunity is a learning experience. Staff expertly provide a range of exciting and highly engaging activities that follow children's interests. This ignites a thirst and curiosity in children, as they continually practise the skills they learn and expand the knowledge they acquire. Children demonstrate high levels of interest in the ocean and sea creatures. This leads to deeper learning about pollution and the effect this has on the creatures who live in the sea. Children develop a sense of respect and concern for the world in which they live. They talk knowledgeably about how they can recycle waste products, preventing them from getting into our oceans and causing harm to the creatures that live

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

there. Children have an abundance of opportunities to practise the skills they acquire. Children confidently cut using scissors and manipulate materials and textiles to create their own jellyfish or masks of butterflies.

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

All children enjoy fresh air outdoors. Children have access to a playground, climbing apparatus and wheeled toys which they use with gusto. Their behaviour is exemplary as they take turns and share toys and resources. Children help their friends who may not be able to do so something to achieve. They role model the positive staff by telling their friend, 'Well done' and clapping excitedly. Staff initiate exciting games using parachutes with children. They work collaboratively and excitedly together, trying to keep a ball on the parachute while lifting it up and down. Younger children can confidently count to 20 and beyond, as they count how many times the parachute is lifted. Older children confidently name and spell the different colours of the parachute. Children beam with pride, as staff consistently praise and celebrate their efforts and achievements, successfully building their confidence and self-esteem.

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

Children who may have special educational needs and/or disabilities and those who may face other barriers to their learning are fully included into the setting and are supported exceedingly well which has a significant impact to their learning.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

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

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Address:

714-730 Bordesley Green Birmingham B9 5PQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Hamd House School Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:50 - 11:50,Monday,Tuesday,Wednesday,Thursday,Friday : 12:00 - 15:50,Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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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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