Little Men and Misses Children's Day Nursery @ Frankley BeechesOfsted report card, 17 Sept 2026

Frankley Beeches

Unique reference number (URN): 2637176 Address: 420 Frankley Beeches Road, Birmingham, B31 5NJ Type: Childcare on non-domestic premises Registered with Ofsted: 14/04/2021 Registers: EYR, CCR, VCR Registered person: Little Stars Educational Services 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

All children, including those with special educational needs and/or disabilities and those where there are barriers to learning, are very well prepared for their next stage of learning. They make consistent, secure and on occasion rapid progress from their starting points in all 7 areas of learning. All children are extremely motivated and show an eagerness and enthusiasm for learning. Their communication develops very well as they enjoy favourite stories and talk confidently with their friends and adults.

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Achievement Strong standard

Children build on their knowledge and skills because they confidently access a wide range of carefully considered, effectively planned and stimulating learning experiences. For example, where children show an interest in using small wooden shapes to build structures, their thinking and problem-solving skills are nurtured because staff promptly make other materials available to help them fix pieces together. This helps children's mathematical understanding and development. Children constantly make decisions and choices about what they do and enhance their independence skills at every opportunity. For example, all children serve themselves their lunch and pour their own drinks throughout the day. This means that children are very well prepared for their transition to school.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well. They know and understand the simple and straightforward routines of the nursery. This helps form the foundation of a community where leaders, staff and children are respectful, listen to and care for each other. Staff create a harmonious and respectful culture in this nursery where children manage their own feelings and behaviour successfully. Children are intuitively caring and kind towards others. They are fully supported by staff who provide high-quality teaching and have a respectful acknowledgement that children learn best through play and exploration. This helps children have a consistently positive and meaningful attitude to learning. This successful and well-thought-out approach benefits all children, including those who may be disadvantaged.

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Behaviour, attitudes and establishing routines Strong standard

Children are eager to learn and play, as they arrive at nursery keen and interested, greeting staff and their friends with big smiles. They develop considerate, trusting friendships and play collaboratively together to solve a problem. Staff provide them with lots of opportunities to become deeply involved in their play and learning, and this helps them make sense of the world around them. Children have high levels of self-esteem and confidence.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff carefully monitor children's attendance. They work collaboratively with parents and carers to identify any issues and resolve barriers to regular attendance. They emphasise the importance of attending the nursery consistently. This helps to significantly improve children's attendance in preparation for starting school.

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Children's welfare and wellbeing Strong standard

Leaders and staff very successfully create a warm, welcoming and inclusive environment for children that fully reflects the family values ethos of the nursery. Leaders and staff are expert at acknowledging the individual needs, circumstances and uniqueness of every child and their families. Every adult knows every child very well, and this means that children are celebrated as individuals. Children have warm and caring relationships with their key person and other staff. This helps to ensure that they are confident to explore and investigate their environment.

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Children's welfare and wellbeing Strong standard

Leaders reflect on their provision frequently to best support the children and families attending. For example, staff think carefully about transition markers for individual children so that they move to the next room at a time that is suitable for them. As a result of this continual reflection on children's wellbeing, children are happy, confident, settled and thriving.

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Children's welfare and wellbeing Strong standard

Leaders and staff very successfully nurture and encourage children to be confidently independent throughout the day. Children are self-sufficient during mealtimes and enjoy a highly nutritious and balanced menu of meals and snacks. Any dietary requirements are carefully accommodated. Children relish their time in the outdoor space, where they have excellent access to fresh air and lots of space to enjoy physical play.

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Curriculum and teaching Strong standard

Leaders and staff use their extensive knowledge of the children and their understanding of how young children learn to create a well-designed and progressive curriculum. They intuitively change the routine, expectations and the curriculum to successfully acknowledge children's individual needs and stages of development. As a result, children make excellent progress in their development across all areas of learning. Staff skilfully adapt their communication and interactions to fully support the individual needs of the children, including those with special educational needs and/or disabilities (SEND).

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Curriculum and teaching Strong standard

Children make strong and, in some cases, rapid progress from their starting points. This is because staff use their extensive child development knowledge to make informed and focused decisions about what children need to do next. This can be very much in the moment or as part of an established, thorough assessment process. Meaningful and sharply focused next steps are prioritised for each child.

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Curriculum and teaching Strong standard

Leaders and practitioners place great emphasis on children's communication and language. They expertly develop children's language skills and their love for reading. For example, practitioners immerse children in an environment that is rich in communication-friendly spaces, stories, rhymes and high-quality conversations. Children, including children with SEND, choose their favourite books to share with their friends.

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Curriculum and teaching Strong standard

Children's physical development is of high priority and is supported through a range of activities, both indoors and outdoors. Children challenge themselves as they try to balance across low-level beams placed across tyres in the garden. They concentrate and really focus on fixing 2 or more wooden pieces together using play dough as the 'glue'. Younger children confidently paint a picture using different-sized brushes dipped into paint.

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Inclusion Strong standard

Leaders and staff use their detailed knowledge and breadth of experience to expertly identify children's needs and barriers to learning early on. They know children and their families extremely well. They use information from what they know about individual children alongside their in-depth knowledge of child development to prioritise and enable sharply focused additional support where needed. Reasonable adjustments and sensitive adaptations are implemented promptly. This means that all children, including those with special educational needs and/or disabilities as well as where there are barriers to learning, fully access learning opportunities and make substantial progress from their individual starting points.

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Inclusion Strong standard

Leaders and staff effectively establish close relationships with families and professional links with external experts. They make timely referrals and access funding and specialist advice swiftly wherever they need it. This enables staff to provide appropriate interventions and adapt practice to meet children's changing needs. Leaders have a deep understanding of the wider barriers that some children face. They know and understand that not all children have, for example, access to outdoor spaces or a wide range of experiences beyond the nursery. They work sensitively with parents and carers to ensure consistent attendance, which has a direct impact on children's development.

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Leadership and governance Strong standard

Leaders are passionate about what they do. They take every opportunity to nurture and support all children. They are completely dedicated to improving outcomes for all children and have a deep understanding of what will benefit the provision. There is a sharp focus on securing excellence for all children, including those with special educational needs and/or disabilities and where there are barriers to learning. Leaders successfully embed a culture of professionalism and high expectations, which all staff share.

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Leadership and governance Strong standard

Leaders' extensive oversight of the nursery provides them with clear information that they use to plan how they want the nursery to develop as part of the community. They know the area the nursery serves well and make sure that any information is known about and understood by all staff. There is a progressive ethos around promoting healthy lifestyles and sustainability. Leaders and staff work closely together to ensure these values are implemented through the curriculum and routine very effectively every day.

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Leadership and governance Strong standard

Leaders support their staff team extremely well through well-considered supervision and appraisal processes and extensive professional development opportunities. Staff say they feel completely valued and supported in their role. When staff need specific training, leaders provide bespoke training within the company or seek out training to meet their development needs. Apprentices and staff studying for higher level qualifications are afforded time and support.

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Leadership and governance Strong standard

Leaders and staff consolidate a strong partnership with parents and are making consistent efforts to engage with those who are harder to reach. This includes close attention to promoting secure attendance. Communication is extensive, open and honest, and this helps ensure children are expertly supported.

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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 happy, settled, confident and motivated learners. They achieve very well because staff provide warm and purposeful interactions that build children's confidence, independence and interests. Toddlers experiment and explore with paint and sensory resources. They watch how the water moves as they make it splash with their hands. They join in singing simple songs and begin to confidently count along with '1, 2, 3'. Pre-school children take part in small-group discussions about how the leaves change colour and fall to the ground in the autumn. They notice, 'It's so heavy,' when they lift the water jug to pour water into a cup. They retell favourite and familiar stories to their friends and notice how 2 triangles are different sizes.

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

Children with special educational needs and/or disabilities and disadvantaged children make rapid progress from their individual starting points. Adaptations, targeted strategies and close partnerships with parents ensure barriers are reduced and children are enabled to attend and be fully integrated into nursery life. Relationships between staff and children are warm, attentive and secure. Toddlers show growing confidence as they confidently choose from a wide range of carefully planned activities. Pre-school children develop their independence as they serve themselves their snacks and lunch.

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

Children thrive because the environment and routines are carefully moulded to suit their individual needs. Staff expertly identify any concerns or barriers to learning and are extremely proactive in looking for suitable solutions. Leaders recognise that inconsistent attendance is a barrier, and they are responding positively to address this. They are clear about expectations with families, monitor patterns closely, and ensure that they understand that consistent attendance is so important for children's learning and wellbeing.

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Address:

420 Frankley Beeches Road Birmingham B31 5NJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Stars Educational Services Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Next steps

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

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About this inspection

The inspector spoke with leaders, staff, those responsible for special educational needs coordination, 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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