Puzzles Day Nursery

Puzzles Day Nursery

Unique reference number (URN): 2856956 Address: 1145 Bristol Road South, Northfield, Birmingham, West Midlands, B31 2SL Type: Childcare on non-domestic premises Registered with Ofsted: 30/09/2025 Registers: EYR, CCR, VCR Registered person: Puzzles Day Nursery Partnership

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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 achieve well from their individual starting points. Through a range of activities and experiences, children develop age-appropriate knowledge and skills across all areas of learning. Children demonstrate positive attitudes towards learning and remain engaged in activities for extended periods.

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Achievement Expected standard

Children develop effective communication skills and speak confidently with adults and their peers. For example, children who speak English as an additional language ask questions while looking at books. Staff support children to take turns, work collaboratively and build positive relationships. As a result, children learn to listen to others, express their ideas and play cooperatively. They also develop a secure understanding of their friends, families and the wider community. This helps them to learn about similarities and differences between people.

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Achievement Expected standard

Children with special educational needs and/or disabilities or children who have barriers to learning receive support tailored to their individual needs. Children demonstrate increasing confidence and independence by making choices in their play and managing aspects of their own self-care. They communicate effectively with adults and peers, ask questions and share ideas. Children also show developing social skills as they take turns, cooperate with others and negotiate during play.

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Achievement Expected standard

Children generally develop the knowledge, skills and confidence they need for their next stage of learning. They become increasingly independent, communicate their needs and approach new experiences with enthusiasm. This prepares them well for future success.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish clear expectations and consistent routines that help children feel safe, secure and ready to learn. Staff implement these routines well and support children to understand what is expected of them throughout the day. As a result, children settle quickly and move confidently between activities. Children demonstrate positive behaviour and show that they know the nursery routines well. For example, older children independently set up bowls and cups and serve their own lunch. Younger children confidently put away their belongings and take responsibility for the resources they use. These routines help children develop independence and a sense of responsibility.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm and trusting relationships with staff and their peers. Staff act as positive role models and promote kindness, respect and good manners throughout the day. Children respond well to these expectations. They share resources, take turns and show consideration for others. For example, while making muddy soup outdoors, children thoughtfully share utensils so that their friends can join in. Older children also comfort and support their peers, demonstrating care and empathy towards others. Children show positive attitudes to learning. They engage well in activities, listen to instructions and persevere when tasks are challenging. Leaders promote an inclusive environment where every child is valued and supported to succeed. Staff work closely with families and offer flexible arrangements to encourage regular attendance. This helps children to develop a secure understanding of routines and make the most of their learning opportunities.

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Children's welfare and wellbeing Expected standard

Leaders place children's welfare and wellbeing at the centre of their practice. Staff create a caring and nurturing environment where children feel safe, secure and valued. As a result, children form secure relationships with staff and confidently seek support and reassurance from trusted adults. Staff support children to develop the skills they need to keep themselves healthy and manage their personal care. For example, babies learn to feed themselves using spoons, helping to develop their confidence and coordination. Older children independently use the toilet, wash their hands and develop a growing understanding of good hygiene practices. Staff embed these routines consistently throughout the day. This helps children to become increasingly independent.

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Children's welfare and wellbeing Expected standard

Children benefit from warm and responsive interactions with staff, which support their emotional wellbeing. Staff help children to recognise and manage their feelings and provide reassurance when needed. As a result, children are happy, settled and develop positive levels of self-confidence. Staff promote healthy lifestyles effectively. They encourage healthy eating at snack times and provide activities that help children to understand the importance of keeping healthy. For example, children take part in toothbrushing activities as part of their play and do daily exercise classes. Children also learn how to maintain good hygiene. For instance, younger children independently visit the tissue station, and with sensitive support from staff, learn to wipe their own noses. These experiences help children develop the knowledge, confidence and self-care skills they need to support their future wellbeing.

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Curriculum and teaching Expected standard

Leaders have designed a broad and inclusive curriculum that reflects the children and families who attend the nursery. They place a clear emphasis on exploration and learning through play. Staff know children well and generally use this knowledge to plan experiences that match children's interests and support their next steps in learning. As a result, children settle quickly, enjoy their time at the nursery and engage confidently in a range of activities.

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Curriculum and teaching Expected standard

Staff help children to build knowledge and skills across different areas of learning. For example, they plan activities to support children's developing number recognition, such as providing ramps and numbered landing platforms. Children excitedly release the cars down the ramps, while staff encourage them to identify and name the numbers of where the cars land. However, staff do not consistently make the most of opportunities to introduce and reinforce new vocabulary during all interactions.

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Curriculum and teaching Expected standard

Staff teach mathematics through everyday routines. Children count the cups and plates needed at snack time and enthusiastically count their jumps during outdoor play. Staff promote children's enjoyment of books by linking stories to practical experiences. For example, children listen to stories about visiting the dentist before taking part in activities where they clean model teeth.

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Curriculum and teaching Expected standard

Children show curiosity, concentration and determination during their play. Outdoors, they enthusiastically explore water and bubbles while wearing waterproof suits. When children find large bubble ropes difficult to use, staff demonstrate how to move them gently backwards and forwards to create bigger bubbles. Children persevere and show great delight when they successfully create huge bubbles. Some staff introduce words, such as 'huge', 'tiny', 'high' and 'low', to support children's developing language. Some staff ask well- timed questions that encourage children to think deeply. They promote language and expand on children's prior knowledge by setting specific challenges for individual children. However, the quality of teaching is not consistent across the staff team. Further training opportunities will support staff with techniques and strategies to enhance their teaching style and practice.

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Inclusion Expected standard

Leaders demonstrate a commitment to inclusion and ensure that every child and family feels valued, respected and supported. Systems for identifying and assessing need are effective. This enables staff to recognise emerging concerns swiftly and put support in place without delay. Leaders work closely with parents and carers, key persons and external professionals to reduce barriers to learning and wellbeing. Additional support is implemented immediately, rather than waiting for formal referrals. This helps children to make the most of their learning opportunities from the earliest stage. The setting successfully supports disadvantaged children, those with special educational needs and/or disabilities and children who are known, or previously known, to children's social care. Leaders make effective use of local authority guidance and services to signpost families to appropriate support and resources.

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Inclusion Expected standard

Secure partnerships with parents, alongside well-planned transition arrangements, help ensure that children and families feel secure, included and well supported.

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Inclusion Expected standard

A high proportion of children speak English as an additional language. Staff use translation tools, visual prompts and key-vocabulary displays to promote communication and understanding. They place great value on children's home languages and cultures. For example, staff carefully teach children the correct named body parts in English, which children confidently repeat and use accurately when talking. Children learn about and celebrate a wide range of cultures, languages and Faiths. Mealtimes are warm and sociable. Children demonstrate respect for one another's differences, such as understanding and discussing dietary requirements linked to cultural beliefs.

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Leadership and governance Expected standard

Leaders establish a clear vision for the nursery and work purposefully to strengthen provision following recent changes to leadership. They continue to strive to make improvements since the last inspection and remain committed to providing high-quality care and education for all children. Leaders understand the strengths of the setting and the needs of the community they serve. They are ambitious for all children and work proactively to ensure that families receive the support they need. For example, they provide translation guidance to help families access services and complete paperwork when seeking additional support.

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Leadership and governance Expected standard

Leaders have a clear understanding of their responsibilities. They establish effective procedures to monitor children's welfare and safety. Staff understand safeguarding procedures well and know how to respond appropriately to concerns, including allegations against adults. Leaders maintain close oversight of attendance and contact families promptly when children are absent without explanation. Leaders develop a positive culture of professional learning. Regular supervision meetings, appraisals and coaching help staff reflect on and improve their practice. Leaders adapt support to meet individual staff needs, helping all staff to fulfil their roles successfully. Staff report that leaders value their contributions and manage workloads thoughtfully.

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Leadership and governance Expected standard

Leaders work closely with external professionals, including the local authority early years consultant, to support ongoing improvement. The effective partnership has helped leaders develop an action plan and identify key priorities for development. This includes increasing consistency in practice and enhancing the quality of teaching. Leaders recognise that staff interactions with children are not yet consistently effective across all rooms. This limits continuity of practice across the nursery and reduces opportunities to maximise children's learning and language development. Parents and carers speak highly of the nursery and the support they receive. Leaders keep parents well informed through online communication, personal diaries and progress meetings. Parents report that their children are happy, make secure progress and enjoy attending. They value the support provided by staff, and describe the nursery as a welcoming and caring place for children and families.

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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 are at the heart of this setting. Leaders and staff work hard to ensure that all families are welcomed and included. Children arrive happily at the nursery and separate from their parents and carers with confidence. They quickly seek out familiar staff and settle into the well-established routines of the day. Children feel secure and valued. They move purposefully around the environment, engage positively with staff and demonstrate a secure sense of belonging.

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

Children show determination as they play. For example, during a daily exercise session outdoors, children eagerly copy movements, balance cones on different parts of their bodies and persevere when tasks become challenging. Staff encourage children to keep trying and to use both hands, helping them to build resilience and confidence. Children concentrate well and take pride in their achievements. Children make positive progress from their starting points. They develop the knowledge and skills they need for their next steps through purposeful play and everyday experiences. Younger children explore sand with interest. They fill containers and search for coins while learning to share resources and play alongside others. Children remain engaged in their chosen activities and demonstrate positive attitudes towards learning.

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

Children behave well and show kindness and respect towards one another. They learn alongside their peers in an inclusive environment where everyone is welcomed. Children play cooperatively, share resources and develop positive friendships. They show consideration for others and respond well to staff's expectations and guidance. Staff support children to develop independence, always encouraging them to complete tasks themselves. For example, they confidently remove and store their outdoor clothing after playing outside and understand the importance of healthy habits. These well-established routines help children to become increasingly independent and well prepared for their future learning.

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Address:

1145 Bristol Road South Northfield Birmingham West Midlands B31 2SL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Puzzles Day Nursery Partnership

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Next steps

Leaders should continue to closely monitor staff practice, so that consistently high-quality teaching is seen throughout the nursery. Leaders should provide opportunities for staff to complete training and peer coaching to strengthen communication and language interactions during play.

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About this inspection

The inspector spoke with the owner, manager, practitioners, the special educational needs coordinator, the designated safeguarding lead and parents during the inspection.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30,Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:30

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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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