Adventure Awaits Day Nursery

Adventure Awaits Day Nursery
Unique reference number (URN): 2556605
Address: 62 Birchfield Road, Redditch, Worcestershire, B97 4LH
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/12/2019
Registers: EYR, CCR, VCR
Registered person: Adventure Awaits Day Nursery Ltd
Inspection report: 19 February 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
Achievement Expected standard
Typically, children including disadvantaged children, those known to social care and children
facing barriers to their learning and/or wellbeing, make progress across all areas of learning
and development. Children benefit from a wide range of purposeful experiences that
strengthen their physical development and confidence. Babies learn to jump in puddles,
developing their balance. They are curious and explore the sounds they create with
instruments, exploring supporting their sensory development.
Older children learn to throw and catch balls, building on their coordination and control. They
enjoy digging and filling containers with mud, strengthening their muscles. Children begin to
understand that the tools they select have a purpose, demonstrating early problem-solving
skills. Furthermore, children engage in back-and-forth conversations, join in with action
songs and listen attentively to stories. They show good listening skills as they can
confidently retell familiar stories. These experiences help children to be prepared for the
next stage of their learning.
Behaviour, attitudes and establishing routines Expected standard
Children build warm relationships with staff and other children. They are encouraged to work
together and get along as they play and learn. Staff model expectations for behaviour and
use effective strategies that support children to manage their emotions. For example,
leaders and staff have introduced a purposeful 'stomping station', providing children with a
safe and organised space to regulate their feelings. As a result, children behave well and
demonstrate positive attitudes to learning. Collaboration with parents ensure these
approaches are shared beyond the setting to help children self-regulate at home.
Older children develop independence in their self-care routines. They wash their hands, use
the toilet confidently, pour their own drinks and clean their faces after meals. Children
access resources independently and get on well with one another as they play. Staff do not
always encourage younger children to take part in simple routines and tasks, such as tidying
up, to help strengthen their independence even further.
Attendance is rigorously monitored. Leaders promote punctuality and regular attendance to
help families establish good habits that support children's learning.
Children's welfare and wellbeing Expected standard
Leaders and staff create a safe, welcoming environment for children. Babies and children
typically form secure attachments with staff. Babies wave and say hello, choose resources
independently and show a sense of belonging through the nurturing relationships they have
developed with staff. Children are supported to talk about their feelings and manage their
emotions, using props to help them. This helps children to feel safe, connected and ready to
learn.

Staff understand children's individual needs well. Care routines are implemented
appropriately. Staff maintain good hygiene and respond promptly to babies' emerging needs.
Older children use the toilet independently and wash their hands. Staff support babies safely
as they climb and explore, while older children are encouraged to take appropriate risks to
develop their understanding of how to keep themselves safe.
Staff have not yet implemented an effective routine for preparing and serving meals in a
timely manner, children sometimes wait too long for their meals, leading to restlessness.
Children benefit from nutritious meals and snacks. Mealtimes are sociable, and staff support
children well, modelling how to cut food and use cutlery. Older children serve themselves,
while younger children feed themselves independently using spoons and forks. Staff talk to
children about the foods they eat, helping them learn about different fruits, such as the
differences between a pineapple and a melon.
Curriculum and teaching Expected standard
Leaders have designed an ambitious, well-sequenced curriculum across all 7 areas of
learning. A love of books is woven through the curriculum, ensuring stories sit at the heart of
children's experiences to support their communication and language development. Typically,
staff introduce new vocabulary, such as 'tall' and 'spiky'. They build on children's growing
vocabulary through songs, rhymes and stories, engaging children in back-and-forth
conversations. Staff comment and narrate as children play. Babies delight in joining in with
songs and rhymes, while older children listen attentively to stories. However, at times, staff
interactions are not consistent across the nursery. For example, when younger children
engage in play, staff do not always support children to extend their learning further.
Children are building on their growing personal, social and emotional skills. Older children
are independent in feeding themselves and getting their own drinks at mealtimes. Children
enjoy chatting to their peers as they are supported and encouraged by staff to share their
ideas and build positive social skills.
Staff promote early physical development. They provide regular opportunities for babies to
crawl, climb and practise rolling. This builds their strength and coordination. Sensory
experiences are carefully planned to stimulate curiosity and encourage babbling, supporting
the development of communication skills.
Staff introduce early mathematical concepts. They help children to count through familiar
rhymes and model vocabulary, such as, 'tall' and 'more'. This helps children develop secure
foundations in early mathematics and prepares them well for the next steps in their learning.
Inclusion Expected standard
Leaders and staff identify children's needs quickly. Typically, they ensure children, including
those with special educational needs and/or disabilities, disadvantaged children, those
known to social care and those who face other barriers to their learning and/or wellbeing,
receive effective support. Leaders ensure a graduated approach helps children receive
appropriate level of strategic support. They work closely with external agencies, such as
speech and language therapists, and inclusion teams, to ensure teaching is responsive and
focused on each child's emerging needs. Close working with families and other

professionals ensure all children's needs are met effectively. Staff communicate effectively
with parents during hand over times to reflect on each child's individual needs and ensure
they are following children's unique routines from home.
Leaders use the early years pupil premium funding to develop children's outdoor play
spaces in the nursery. They purchase resources, such as bikes, to promote children's
physical development and promote active lifestyles. Leaders aim to provide experiences that
children might not receive elsewhere and help close gaps in their learning.
Leadership and governance Expected standard
Since the last inspection, leaders and those responsible for governance have prioritised
improvement. They have implemented clear plans to drive progress, ensuring that timely
and effective actions place the education and care of all children and families at the centre
of the setting's work.
Leaders are dedicated and passionate about their role. Typically, they provide regular
supervision for staff. Overall, staff feel valued and well supported by leaders. This helps staff
to reflect and consider how to develop their practice further. However, support for new staff
is not yet embedded effectively and staff interactions to build on children's learning are not
yet consistent.
Parent partnerships are effective. Parents comment positively on their children's progress
and appreciate the support they receive from leaders and staff. They enjoy receiving photos
and updates about their children's learning and say that the strategies used in the setting
are making a difference at home.
Leaders work effectively with other agencies and professionals, such as the local authority
inclusion team. Transitions for children moving on to school are well planned, helping them
move on confidently. Leaders also provide settling-in sessions for all babies and children,
including visits to their next rooms, as they prepare for the next stage of their education.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are happy and settled in this welcoming environment. Staff greet them at the door,
helping them settle for the day. Children are familiar with the routine as they self-register
using their names and photo before engaging in play. Babies are curious and explore
sensory toys with excitement as staff interact with them. Younger children enjoy mark-
making activities developing their imagination and fine motor skills, while older children build
ramps and eagerly test vehicles on them, developing their problem-solving skills. When
children become upset, staff offer cuddles and reassurance, responding sensitively to their
emerging needs. Gentle interactions and warm relationships with key persons ensure all
children feel confident and safe.
Children, including those with special educational needs and/or disabilities, disadvantaged
children and those who face barriers to their learning and/or wellbeing, and known or
previously known to social care, are supported very well. Children are encouraged by staff
to actively join in with songs, rhymes and stories using actions. For example, babies enjoy
listening to staff sing songs. They move their body, smile and join in with actions. While older
children enjoy joining in singing number songs, they use their counting skills as they are
encouraged to count using their fingers. Regular singing sessions support children's
communication and language skills.
Older children develop their imagination well. They enjoy designing and building models
using cardboard boxes to create trees and bird houses. Staff help children make meaningful
links in their learning. When children spot birds in the trees outside, staff teach them the

Inspector:
Reena Rai-Aheer
About this setting
Unique reference number (URN): 2556605
Address:
62 Birchfield Road
Redditch
Worcestershire
B97 4LH
Type: Childcare on non-domestic premises
Registration date: 10/12/2019
Registered person: Adventure Awaits Day Nursery Ltd
names of different birds, such as magpies. This deepens children's understanding and
supports the connections they make across their learning.
Next steps
Leaders should strengthen support for new staff and apprentices to help enhance their
teaching and interactions with younger children.
Leaders should support staff to consistently encourage younger children to engage in all
routines to build on their independence skills.
Leaders should support staff to develop the organisation of mealtime routines to limit
waiting times for children.
About this inspection
The inspector spoke with the leaders, staff, the special educational needs coordinator,
parents and children during the 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.

Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Worcestershire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
64
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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