Little Nooriyah LTDOfsted report card, 29 Sept 2026

Little Nooriyah LTD

Unique reference number (URN): 2795748 Address: St Michael Church Hall, Chamberlain Walk, Smethwick, West Midlands, B66 3BD Type: Childcare on non-domestic premises Registered with Ofsted: 11/08/2024 Registers: EYR, CCR, VCR Registered person: Little Nooriyah LTD

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

All children, including those with special educational needs and/or disabilities or those facing additional barriers to learning, typically achieve well. Children learn new skills and are provided with experiences that help them to build on what they already know and can do. Children benefit from a focus on mathematical language that is woven into everyday interactions. For example, staff use time in minutes to compare how much longer they have before tidying up and to count together before rolling their cars down the ramp. This supports children to begin to develop their knowledge of real-life mathematical concepts. Children develop positive bonds with their peers and staff. For example, they play happily together and show confidence in collaborative activities. They demonstrate enjoyment as they play chasing games and fully participate in social play opportunities, which builds relationships with friends. Overall, children are prepared appropriately for their next stage of

p.2

Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes to their learning. They are settled and happy in the setting. Leaders promote regular attendance from the moment that children start at the setting. They explain to parents how attendance will be monitored. They work with families to understand individual circumstances and provide appropriate support where needed. Leaders share the importance of regular attendance and how nursery is something for their child to be actively a part of and how this positively impacts their development for school. For example, older children are prepared for school through opportunities to develop their independence, such as collecting their water bottles and finding their own seat at the table before mealtimes. Although there are routines in place, at times, staff do not clearly communicate what they would like children to do at certain times of the day. This means that children do not fully understand what is expected of them to be able to follow routines

p.2

Behaviour, attitudes and establishing routines Expected standard

Children build secure, positive relationships with staff. Staff typically demonstrate a secure understanding of children's individual needs and are adaptable with regard to how they present learning opportunities. However, at times, staff do not deploy themselves effectively enough to identify where some children require adult interaction. This means that some children become unstimulated, which leads to restlessness.

p.2

Children's welfare and wellbeing Expected standard

Children enjoy a safe, secure and welcoming environment. Leaders and staff provide well- balanced, nutritious meals for children. They work collaboratively with parents to consider children's preferences to effectively plan to ensure variety of choice and meals are health focused. Mealtimes are typically used well to converse with children as they eat. Staff talk with children about their interests, which supports children's social skills and social awareness. Leaders also plan healthy eating themes and healthy eating workshops with parents. Staff promote healthy habits as they embed hygiene practices into daily routines. For example, children wash their hands before eating and use tissues to blow their noses. Healthy habits are further promoted by staff as they provide lots of outdoor learning experiences. Children enjoy the fresh air and spend time in the outdoor learning environment. For example, children learn about the world around them as they identify and

p.2

Children's welfare and wellbeing Expected standard

name farm animals. They develop their sensory experiences as they enjoy scooping and pouring sand from their spade into their buckets. Staff closely supervise children to ensure they remain safe during play, mealtimes and sleep. Leaders regularly review and share key policies with parents to ensure that children are kept safe throughout the setting.

p.3

Curriculum and teaching Expected standard

The design of the curriculum supports the learning and development of all children, including those with special educational needs and/or disabilities or those facing additional barriers to learning. Staff generally implement the curriculum well through positive interactions. However, staff do not consistently provide high-quality interactions with children. This means that sometimes, learning is not extended and children lack the support required to deepen their understanding and knowledge.

p.3

Curriculum and teaching Expected standard

Staff regularly review and assess children's development through observations and assessments. From this, appropriate, purposeful next steps are set, which means that children learn the skills they need for their individual age and stage of their development. Children benefit from a focus on physical development. Babies develop their leg strength, balance and coordination as they are supported to walk. Younger children develop the strength in their arms as they pull themselves up the steps before going down the slide. Older children benefit from practising hand and finger control as they push, squeeze and pinch play dough. Staff use themes, together with their knowledge of children's interests, to design an inclusive curriculum that enables children to typically access the 7 areas of learning. Where children require more targeted support, leaders identify this through observation and put individualised plans in place, which staff review regularly.

p.3

Inclusion Expected standard

Support for children with special educational needs and/or disabilities (SEND) and those with additional barriers to learning is effective. Leaders ensure that effective systems are in place, which identify, assess and support children's individual needs through a systematic approach. Leaders' use of targeted support includes the implementation of tailored SEND support plans, which are regularly reviewed. This means that children with SEND or those with additional barriers to learning make steady progress. Leaders ensure that all staff are well informed of the most effective strategies to support children with SEND through continuous training and promoting consistency within their practice across all staff. This means that children receive the same support throughout the setting, which helps them to feel secure, understood and included. This consistent approach also ensures that staff can meet the needs of all children, promote progress and provide appropriate adaptations.

p.3

Inclusion Expected standard

Leaders use funding appropriately and purposefully to provide suitable resources or additional adult support that positively impacts children with SEND within the setting. This enables children to access learning and participate fully in the activities provided. Leaders work collaboratively with parents to develop positive partnerships, ensuring they are fully involved in the support that is provided to their children. Leaders and staff work collaboratively with external agencies and are open to their support and advice. This means that children benefit from the support that is put in place through a combined approach, ensuring their individual needs are identified and responded to effectively.

p.3

Leadership and governance Expected standard

Leadership and governance are effective, with plans to improve the provision and outcomes for children. Leaders have a clear vision of the setting's strengths and have purposeful action plans in place to ensure continual growth and improvement. Leaders promote effective parent partnerships, and this is a strength of the setting. They have worked hard to build positive relationships with parents and carers and actively involve them in the care that is provided for their children. Parents say they are extremely happy with the care that the setting provides and notice positive changes in their child's development. Parents of children with special educational needs and/or disabilities highly praise the setting's inclusive approach, particularly the emphasis placed on involving them in decisions about their child's care and learning. They appreciate the opportunities provided to work closely with staff to

p.4

Leadership and governance Expected standard

identify and access appropriate provision. This ensures their child's individual needs are effectively met. Leaders work collaboratively with external professionals, such as their early years advisor. This enables them to follow suitable guidance and advice to ensure they provide quality provision for all children.

p.4

Leadership and governance Expected standard

Leaders use funding appropriately and plan ahead to spend it purposefully. For example, funding is used to provide resources and additional staff for one-to-one support. This ensures an inclusive environment, where all children's needs are considered. Staff benefit from working with supportive leaders. Staff enjoy working at the setting and feel well supported. Leaders provide staff with regular, equal opportunities for continual professional development.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children experience a safe, welcoming and inclusive environment where they feel secure, valued and supported. Staff build positive relationships with children and take time to get to know their individual interests, needs and abilities. Children are encouraged to develop confidence, independence and positive attitudes towards learning. Children with special educational needs and/or disabilities, or those who face additional barriers to learning, receive appropriate support tailored to their individual needs. Staff work closely with parents, carers and external professionals to ensure that children receive appropriate support. Where necessary, additional resources or adult support are provided so that children can access activities and participate fully alongside their peers.

p.5

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

Children experience a curriculum that builds on what they already know and can do. Children enjoy a range of opportunities to access the 7 areas of learning, including physical development, communication, mathematics and social development. Children enjoy learning through play and practical experiences, such as outdoor activities, making meaningful marks with water and paintbrushes, which develops their hand grip. Everyday experiences are used to develop children's mathematical thinking, language and understanding. Children are supported to develop independence and life skills in preparation for their next stage of learning. For example, older children are encouraged to line up at the door before walking to wash their hands. Staff promote healthy lifestyles through nutritious meals, good hygiene routines and plenty of opportunities for outdoor physical activity. Children form secure relationships with staff and develop positive friendships with one another. They enjoy playing

p.5

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

together, joining in social activities and learning how to cooperate with others. Staff talk to children about their interests and encourage them to communicate, share and participate confidently. Children benefit from positive relationships between the setting and their families. Parents are kept informed about their children's development and are encouraged to contribute to decisions about their care and learning. This helps children experience

p.5

Address:

St Michael Church Hall Chamberlain Walk Smethwick West Midlands B66 3BD

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registration date: 11/08/2024 consistency between home and the setting. Overall, children experience a setting where they are cared for, included and enabled to make progress. They are given opportunities to develop their skills, confidence and independence and are supported to be ready for the next stage of their learning.

p.6

Next steps

Leaders should support staff to embed and explain daily routines to ensure that all children understand what is expected of them. Leaders should provide opportunities for all staff to develop consistently high-quality interactions across the setting. Leaders should support staff to develop awareness of all children and deploy themselves effectively to focus on opportunities for learning.

p.6

About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

p.6

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. Registered person: Little Nooriyah LTD

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8