Precious Little Ones daycare nursery and Forest SchoolOfsted report card, 25 Sept 2026

School

Unique reference number (URN): 2655729 Address: The Clinnic, Short Street, Brownhills, WS8 6AD Type: Childcare on non-domestic premises Registered with Ofsted: 11/10/2021 Registers: EYR Registered person: Precious Little Ones Daycare Nursery 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 typically make progress in their learning from their starting points. They are generally ready for the next stage in their learning, including their eventual move to school. Children learn new skills, such as how to play socially with their peers. They practise how to share resources and play cooperatively with one another. Children start to understand the importance of eating healthily and why they should wash their hands before eating. They start to learn about their similarities and differences.

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Achievement Expected standard

Children learn about the world around them. For instance, through gardening and forest school experiences, they learn about nature and what plants and seeds need to grow. Children develop their mathematical understanding, as they practice counting in sequence, learn about 'big', 'small', 'above' and 'underneath'. They are generally confident communicators. Younger babies and children use gestures and sounds to make their wishes known. Older children learn how to speak using words and sentences. Children with special educational needs and/or disabilities typically make progress in their learning from their starting points. At times, during free play, some children do not fully extend their knowledge and skills as they play.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models. They praise children for their effort and what they do well. This works well and supports children's self-esteem. For instance, younger children smile with pride as they learn how to pull themselves up and take steps. Staff talk to children in a positive and professional manner, occasionally reminding them of the rules. However, they do not consistently support children to fully understand the boundaries for their behaviour. Consequently, some unwanted behaviours can be repeated and children do not consistently learn how to play safely. For instance, when they play on the swings or when accessing some learning experiences. Staff support children to share with one another. Children sustain their engagement and show an eagerness to join in. They start to develop their independence and confidence in their environment, choosing what they would like to play with. Staff notice when children

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Behaviour, attitudes and establishing routines Expected standard

require more support to join in, and provide them with the reassurance needed. They surround children with lots of care and love. This helps children to feel secure and happy. Staff adapt the routine as required to help them better meet children's individual needs. For example, when children become tired.

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Behaviour, attitudes and establishing routines Expected standard

Leaders carefully monitor children's attendance. They work well with parents to help identify any reasons for absences and to determine where further support may be required. Leaders signpost to other agencies and professionals in the local area if needed, to help remove any barriers which may affect children's attendance.

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Children's welfare and wellbeing Expected standard

Leaders acknowledge the need to continuously ensure the risk assessment for learning experiences is consistently implemented by all staff, and have already started to take this action. This is having a positive impact on children's welfare. Staff are reflective and learn how they can make changes to activities to help prevent accidents from recurring. They follow the setting's procedures for recording and reporting accidents to parents. Staff do not consistently support children to learn the boundaries for their behaviour. As a result, they can start to play unsafely.

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Children's welfare and wellbeing Expected standard

Leaders take steps to ensure the correct staff-to-child ratio is met. All children, including those who are new to the setting, form secure and warm relationships with the staff who care for them. They are confident to seek staff out. Staff notice when children are becoming tired. They place them to sleep with high levels of care and love. There are suitable facilities available for children to sleep on. Staff carefully monitor children as they sleep. Children have access to a range of balanced and healthy cooked meals, which they enjoy. Children learn to feed themselves, and staff deploy themselves well as children eat, to ensure they remain in sight and hearing. Children have lots of opportunities to play outside and to become physically active. For instance, children move themselves on bikes, climb up appropriate play equipment and laugh as they play 'chase' outside.

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Curriculum and teaching Expected standard

Leaders and staff take positive steps to ensure all children are able to access the learning environment and experiences. They use their knowledge of child development to create a sequenced curriculum, which covers all areas of learning. Staff generally have an understanding of the aims of the curriculum for the age of children they work with. Leaders have an understanding of where staff's teaching practice could be improved. During focused activities, staff think carefully about what they want children to learn. For instance, older children learn how magnets work and make things stick together. Babies receive lots of reassurance from staff as they explore sensory items, such as flour, mud, water and grass, with their hands and feet. Staff surround them with language, as they describe the textures as 'cold', 'wet', 'spiky', 'smooth'. Younger children develop their resilience as they attempt to stick blocks together. Staff support them to count and teach them language, such as 'on top'

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Curriculum and teaching Expected standard

and 'next to', as they build. Children of all ages get lots of opportunities to listen to stories. At times, during free play, some staff lack the knowledge of how they can further extend children's thinking as they play. Consequently, all children do not have the same opportunities to consistently build on their knowledge and skills as they play.

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Inclusion Expected standard

Leaders have a clear understanding of children's individual needs. They work closely with parents to identify children's emerging needs, gaps and/or barriers in children's learning. Staff complete their own assessments of children's development, and monitor the progress children are making. Staff seek support internally from leaders to help them identify next steps for children to achieve.

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Inclusion Expected standard

When significant concerns are raised about children's development, leaders make timely referrals to other professionals. For instance, when staff identify delays in children's speech development. This ensures children receive the specialist support they require from external professionals. Staff follow and implement support plans and review these with parents and other professionals. When staff identify early gaps in children's learning, they set appropriate next steps and make changes to the environment to help ensure children are able to address them. For example, providing space and equipment for children to build on their physical skills, such as walking and pulling themselves up. Leaders do not consistently seek advice or strategies from other professionals when these early concerns are raised. This does not ensure that all children receive the early help they require.

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Inclusion Expected standard

Leaders monitor the use of any additional funding received, considering how it can be used to have the best impact on children. For instance, on staff training, purchasing equipment and/or resources, and providing new experiences for children. Leaders work well with carers and other professionals, to support children who are known, or previously known, to children's social care. They attend meetings and regularly gather and share key information about children. This helps to ensure these children continue to receive the support and care they require to thrive.

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Leadership and governance Expected standard

Leaders are reflective and passionate. They take all complaints seriously. Leaders use their own observations, and the feedback from others, to help identify areas where the nursery is performing well and areas where improvements can be made. They are keen to continue to improve the overall quality of the setting over time. Leaders acknowledge that they need to further enhance some staff's teaching, to ensure all children are supported to make the best possible progress they can. Leaders also identify that they want to further enhance staff's organisation in the room.

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Leadership and governance Expected standard

Leaders regularly observe staff's teaching practice. They provide staff with feedback about their performance and coach them in the moment. Supervisions are used to help identify further training opportunities for staff, with an aim to further develop their knowledge and skills. Staff speak positively about the support they receive from leaders. They value how leaders support their own wellbeing and workload. Leaders work well with parents to share and gather information about the children. Parents praise leaders and staff for how their children are settled and developing. Leaders ensure that parents are kept informed about their child's progress. They provide parents with resources, activities and information about how they can continue their child's learning at home. Leaders are keen to continue developing their partnership with parents. For instance, to strengthen their knowledge about other agencies and/or professionals available in the

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Leadership and governance Expected standard

local area, where families can be signposted to, if they require further help.

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

Children walk into the setting with smiles on their faces as they see their key person. They leave their parents happily and reach out their hands for staff to take them. All children, including those who have recently started at the setting, form warm and secure attachments with the staff who care for them. They seek staff out for cuddles, affection and reassurance throughout the day. Staff respond very sensitively to children during this time. Consequently, children are happy and safe. The routine is adapted to suit the needs of babies and younger children. For instance, staff swiftly recognise and respond to children when they show signs of hunger, tiredness or require changing. As a result, during these times children receive the individualised care they require.

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

The curriculum is varied. Children thoroughly enjoy playing outside. They generally sustain their engagement well. Children have a wealth of opportunities to develop their physical and social skills. For instance, older children practise kicking and throwing balls outside with their peers. Staff support them to take turns and share. Babies have lots of space to practise walking, as they learn how to pull themselves up and to take steps using equipment, or staff member's hands, as a guide. Children eagerly engage in sensory experiences, such as sand, water and mud play. They practise scooping, emptying and filling. Staff support children to develop their mathematical knowledge. For example, staff introduce language, such as 'big', 'heavy', 'small', 'full' and 'empty'. Children typically make progress in their learning, from their starting points.

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

Any gaps in children's learning and/or development are identified by staff. Typically, staff work well with parents and carers, and other professionals, to support children known to, or previously known to, children's social care as well as disadvantaged children. For instance, referrals are made to help children receive the specialist help they require. Leaders attend any meetings to ensure they are kept informed of any updates in children's lives.

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Address:

The Clinnic Short Street Brownhills WS8 6AD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Precious Little Ones Daycare Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

Leaders should further support staff to help them consistently extend and build on children's learning as they play. Leaders should consistently seek advice and/or guidance from other professionals in order to ensure children receive the early help they require. Leaders should support children to understand the boundaries for their behaviour and how they can play safely.

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About this inspection

The inspector spoke with leaders, the special educational needs coordinator, staff, parents and children 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. Local authority: Walsall

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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. 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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