Little Peaches Nursery

Little Peaches Nursery

Unique reference number (URN): 2824770 Address: 89 Holyhead Road, Birmingham, B21 0HH Type: Childcare on non-domestic premises Registered with Ofsted: 24/02/2025 Registers: EYR Registered person: Little Peaches Nursery Ltd

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm.

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Safeguarding standards not met

The provider lacks oversight of the nursery. She has failed to ensure leaders fully understand their responsibilities to keep children safe from harm. The provider has not ensured that leaders manage concerns and take effective action in line with their local safeguarding procedures. Failing to ensure appropriate action is taken in a timely way significantly puts children's safety and welfare at risk.

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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 generally well in relation to their starting points. Pre-school children's overall skills develop at a positive rate. They progress well in their communication and language and personal and social skills. Older children readily converse with one another and staff as they play, such as sharing their experiences about a trip to the dentist. They work together to move a large parachute up and down, having fun by hiding underneath it.

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Achievement Expected standard

Overall, younger children make some progress across the 7 areas of learning. Their physical development grows as they begin to learn how to hold and manage a book, turning the pages over and starting at the beginning. Children's vocabulary and language skills develop well. They learn new vocabulary throughout routine times of the day, such as snack time. Children listen and repeat new and less familiar words they hear, such as 'watermelon'.

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Behaviour, attitudes and establishing routines Expected standard

Staff who work predominantly with the older children support them effectively to behave well, to be respectful to adults and to one another. They take opportunities with all children to praise them for a job well done. Staff provide clear explanations about sharing resources, such as colouring pens, to help children to change their behaviour in a positive and timely way. However, the practice from some staff working with the younger children is at times not as effective. Occasionally, staff do not explain to children the consequences of their behaviour and instead simply tell them not to climb or run indoors. This means that the younger children do not receive consistent support to understand the difference between right and wrong. Staff help children to know the routines well. Children know when it is time to sit at the table for snacks and meals and how to prepare for going outside on sunny days. Older children

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Behaviour, attitudes and establishing routines Expected standard

approach activities that are introduced with enthusiasm, such as playing outdoors on the new trampoline. Staff promote all children's attendance effectively. They initiate the strategies in place to follow if children do not attend in a timely way.

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Curriculum and teaching Expected standard

Leaders support staff to develop a curriculum that supports children's learning. Staff find out from parents and carers what their children already know and can do. Staff plan activities to incorporate children's interests and their next steps in their learning. Older children have opportunities to have fun with their friends. They build on existing skills and develop new ones that enhance their independence in readiness for school. Children engage in a broad range of experiences throughout the day.

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Curriculum and teaching Expected standard

Staff provide opportunities for younger children to enjoy involving others in their play. Children share their dolls and encourage interaction, demonstrating how to wrap their dolls in a blanket. The youngest of children enjoy one-to-one time with staff. Staff skilfully support children to look at books and concentrate and engage throughout the story. Leaders are aware that occasionally the adult-led activities that staff provide for the younger children are not as ambitious as they could be. They are in the process of supporting some staff to improve their work when considering activities to deliver the curriculum successfully. This includes ensuring activities, such as making play dough, provide children with as many opportunities as possible, for example for the children to be involved at each stage of the process, to sustain their interests and enhance their learning.

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Inclusion Expected standard

Typically, leaders and staff develop relationships with parents and carers at the onset of their children's care. They find out about children's individual needs and past experiences. Leaders and staff find out about any potential barriers to children's learning and if they have attended another nursery previously, or if this is their first experience. This helps staff to provide a settling-in package relevant and specific to each child's needs. Leaders and staff liaise with a range of other professionals involved in children's lives, for example foster carers, social workers and health visitors.

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Inclusion Expected standard

Many children who attend speak English as an additional language. Staff generally use what they know about children to plan for their next steps in their learning. Staff demonstrate an awareness of adaptations that can be made to the environment to cater for all children's individual needs, providing an inclusive environment.

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Inclusion Expected standard

The special educational needs coordinators have experience of working with children with special educational needs and/or disabilities. They generally support staff to identify early signs and indicators of potential developmental delay and take action to inform parents at the earliest opportunity. This helps to ensure they can work together and that staff can provide support to parents in relation to any referrals that may be required. This helps children to receive intervention in a timely way.

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Children's welfare and wellbeing Urgent improvement

Children's welfare and wellbeing are compromised. Leaders have failed to ensure children are effectively supervised at all times. Leaders have not taken action and followed safeguarding policies and procedures. As a result, the safety and wellbeing of the children is not assured.

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Children's welfare and wellbeing Urgent improvement

Staff greet children on arrival. Children who are less settled have a cuddle with staff until they are ready to play. This helps children to feel that they belong.

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Children's welfare and wellbeing Urgent improvement

Overall, children learn about a healthy lifestyle and are introduced to foods that will support this. Fruit is frequently featured as a snack and a dessert. Children readily tuck into slices of orange, grapes and watermelon. This helps children to try foods that may be less familiar to them and broaden their palette.

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Children's welfare and wellbeing Urgent improvement

Older children typically access activities to help them understand the importance of positive oral health. They also know why they need to wear sun protection cream in the sun. Older children visit the bathroom independently and are supervised by staff to ensure they effectively wash their hands. This helps to reduce the spread of germs and equips children well with the skills they need when they move on to school. In the main, younger children have some opportunities to practise self-care, such as being encouraged to wipe their faces clean after lunch.

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Leadership and governance Urgent improvement

The provider has failed to maintain effective oversight of the nursery. There are breaches of the early years foundation stage that have put children's safety and welfare at risk. Leaders do not fully understand their responsibilities regarding complaints about the nursery, informing Ofsted of significant events, and how to manage safeguarding concerns or act in line with their local safeguarding procedures.

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Leadership and governance Urgent improvement

Leaders are aware of the setting's strengths and some of the areas for improvement. However, some aspects of the provision that would benefit from improvement are not always swiftly identified. Leaders have devised effective settling-in processes to enable children to settle as quickly as possible and begin their learning. Leaders identify professional development opportunities for individual staff. They are currently in the early stages of reviewing the support and training needed for staff working with the younger children.

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Leadership and governance Urgent improvement

Leaders are aware of any barriers to learning that children may face and the support that children with special educational needs and/or disabilities require. They work collaboratively with other professionals involved in children's care and learning. When children move to another nursery, leaders provide the new setting with information about the child, their current stage of development and next steps in their learning. This promotes a smooth transition for children and their families. Staff do not frequently share information with parents about their children's next steps in their learning. Parents concur with this too, commenting that their children's learning is not frequently shared in a timely way for them to support their children's learning at home. That said, parents and carers overall are positive about the care and education their children receive. They comment that their children experience warm relationships with their key

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Leadership and governance Urgent improvement

person and make positive progress regarding speaking in English.

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

Children's safety is compromised. This is because there are breaches of the early years foundation stage requirements. The provider lacks effective oversight and does not ensure that leaders fully understand their responsibilities. This includes dealing with complaints, informing Ofsted of significant events, managing safeguarding concerns and following local safeguarding procedures.

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

Children receive support from familiar staff to help them separate from their parents and carers. Children settle well and readily engage with the activities provided. Children of all ages develop friendships with their peers of similar age and interests. Younger children bond with one another through playing, for instance with cars and moving vehicles. Older children develop positive friendships, for example through their love of football.

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

Children of all ages have frequent opportunities to be active indoors and outside. On very hot days, children access activities that require physical participation inside where it is cooler. Older children have great fun working together to lift and lower a colourful parachute and take turns to hide underneath. Children giggle with their friends as they do so. Outdoors, children push along small 2-wheel bicycles and learn to steer and manoeuvre around obstacles. Children really enjoy the nursery's newer resources, such as the small trampoline. They bounce up and down and count how many jumps they can do when it is their turn.

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

Children make choices about what resources they want to play with. The younger children enjoy sorting shapes into shape sorters, helping them to develop early mathematical knowledge, such as learning the names of shapes. Older children play in the sand, using tools, filling containers and constructing models. This supports their creativity and strengthens their physical development.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that leaders have effective oversight of the running of the provision, specifically relating to the implementation of safeguarding procedures and management of child protection concerns to ensure they are all effectively addressed 03/09/2026

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Action Completion Date

ensure that the designated safeguarding leads fully understand their responsibilities to manage, escalate and report child protection concerns to relevant authorities without delay 03/09/2026

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Action Completion Date

take all necessary steps to keep children safe and well, with specific reference to their arrival at the nursery, ensuring they are fully supervised at all times 03/09/2026

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Action Completion Date

increase leaders' knowledge and understanding of complaints, ensuring the procedure for complaints is followed at all times and make a record of complaints available to Ofsted 03/09/2026

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Action Completion Date

increase leaders' knowledge and understanding of significant events and notify Ofsted without delay 03/09/2026

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Action Completion Date

ensure safe and efficient management with regard to meeting children's needs and sharing information with parents without delay 03/09/2026

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About this inspection

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

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About this inspection

The inspection started on 7 July 2026. An inspector called the provider on 26 and 27 August 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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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:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Peaches 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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Total number of places

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

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Urgent improvement

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