URN 2794791 · Inspected 2026-03-17 · Published 2026-07-02 · Inspector: Anne Dyoss Tina Twynham
Smart Start Nursery Trading As Time Out Limited Unique reference number (URN): 2794791 Address: Smart Start Day Nursery, 31-33 Reay Nadin Drive, Sutton Coldfield, B73 6UR Type: Childcare on non-domestic premises Registered with Ofsted: 18/06/2024 Registers: EYR, CCR, VCR Registered person: Smart Start Nursery Trading as Time Out Limited Inspection report: 17 March 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 Children make steady progress from their starting points, particularly in communication and language. They develop early vocabulary through songs, rhymes and interactions with staff. They learn to use words to express their needs and interests. However, progress is not consistently accelerated, as learning is not always precisely focused. Overall, children with special educational needs and/or disabilities and those who face barriers to learning receive targeted support and make progress in their development. Children apply their knowledge across areas of learning. For example, older children use early mathematical skills during self-initiated play, such as counting during games of hide and seek and exploring concepts of capacity as they fill, empty and pour water. Babies develop their physical skills as they move with increasing confidence, for example, going up and down steps and showing eagerness to explore and have a go. Behaviour, attitudes and establishing routines Expected standard Leaders create a positive environment where expectations for behaviour are understood and promoted. Staff build warm relationships with children, helping them feel secure and settled. Children respond to this through generally calm behaviour and engagement in daily routines. Staff support children to learn how to get along with others, including sharing, taking turns and developing an awareness of others. For example, staff support toddlers to wait for what they want and use simple strategies to encourage turn-taking and awareness of others during play and routines. Staff establish behavioural expectations from a young age, including during mealtimes, where children learn to follow routines, building early self- regulation. Staff reinforce clear expectations for how children move around the setting, including outdoors, helping them to understand how to keep themselves and others safe. They successfully promote children's sense of responsibility, for example, when older children help during lunchtime routines. However, expectations are not consistently embedded to support highly effective attitudes to learning during group times with older children. Staff consider children's individual needs and stages of development, including those with special educational needs and/or disabilities, adapting approaches and routines to support participation and engagement. Leaders promote attendance through daily checks and communication with families. Curriculum and teaching Expected standard Leaders have a clear understanding of the curriculum and identify teaching and curriculum development as a current priority. They have introduced approaches, such as story sacks and focused language activities, to promote children's engagement and communication. However, leaders' monitoring is not yet precise or consistently embedded to ensure highly effective teaching across all age groups. Staff do not consistently use group times for older children to build further knowledge. There is an over-reliance on staff-directed tasks for rising 3-year-old children, which reduces opportunities for children to build independence in their learning. The curriculum is broad and covers the areas of learning well. Practitioners use assessment information to understand what children know and can do, including those who face barriers to learning, and they use this to shape activities and experiences. For example, outdoors, leaders ensure that resources are organised to support children's physical development, enabling them to build confidence and a sense of adventure over time, such as progressing from smaller to more challenging equipment. Planned experiences, including yoga sessions for older children, contribute to children developing coordination, confidence and resilience. Staff also support early mathematical understanding through opportunities for counting, sorting and recognising quantity during play and daily routines. Staff support children's communication and language through purposeful interactions. For example, they select objects and resources to introduce and reinforce new vocabulary with toddlers. They ably use songs, rhymes and actions with babies to develop early communication skills. Inclusion Expected standard Leaders and staff identify children's needs using assessment information, including the progress check at age 2, to identify any possible delay in development, particularly in communication and language. They work with external professionals, such as speech and language services, and apply individual plans to support children's development. However, leaders are not fully effective in making sure that children receive prompt and consistent support. Leaders and staff make adaptations to reduce barriers to learning. They adjust the environment and daily routines, including using visual supports, sensory spaces and targeted interventions. They provide one-to-one time for children and adapt routines so that children can access their full curriculum entitlement, for example, supporting those who arrive later in the day to engage in planned staff-led experiences. Leaders and staff engage with parents and professionals to support children's needs and promote consistency between home and the setting. They share information about children's development and provide some guidance to support learning at home. Leaders understand the importance of using additional funding to support children who need extra help and use this to provide targeted support and resources. Needs attention Children's welfare and wellbeing Needs attention Leaders' systems for attendance registers are not consistently secure. At times, staff do not accurately record children's attendance on arrival, meaning leaders do not always have a clear understanding of which children are on site. This reduces the effectiveness of oversight of children's welfare, such as in the event of an emergency. Additionally, at times, staffing arrangements, in particular for outdoors, are not carefully considered. This means that at these times, children are not always supervised effectively. Leaders promote children's health and wellbeing through daily routines well. Children receive some nutritious options and staff encourage independence in hygiene and self-care. However, leaders do not consistently ensure that menus support children to develop a secure understanding of healthy choices as they frequently offer desserts, including high- sugar options. Staff build secure relationships with children, helping them to feel safe, settled and supported. Babies and children form positive attachments with their key persons, who respond to their needs and provide reassurance throughout the day. Staff support children's emotional wellbeing, such as helping them to recognise and manage their feelings. They use routines and interactions to provide comfort, supporting children to settle and engage. They support children with special educational needs and/or disabilities and those who face barriers to learning by adapting routines and transitions between rooms. They help children to build connections with new environments and staff in a way that reflects their individual needs. Leadership and governance Needs attention Leaders have a broad awareness of the setting's strengths and areas for development. However, they did not identify weaknesses, meaning there was a breach of the requirements. They have a developing vision for improvement, including having even greater ambition for what children can achieve. This vision is not yet clearly defined or consistently secured in practice. Leaders' evaluation is not sufficiently precise or strategically embedded to ensure that improvements are consistently implemented across all areas. This means leaders are not yet securing a cohesive approach to improvement across the setting. Leaders aim to make decisions in the best interests of children, including those with special educational needs and/or disabilities and those who face barriers to learning. They work with external agencies and families to support children's needs and promote consistency in care and development. Leaders share information with parents and work with outside agencies to support families where needed. Leaders support staff wellbeing through regular supervision and access to training. They provide a structured programme of professional development, including a monthly focus where staff complete identified training, such as children's learning and development and mental health. Staff are given time to complete this training and report that they feel supported and able to seek guidance when needed. Compulsory Childcare Register requirements This setting has not 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 not 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 welcomed into a caring and friendly environment where they form secure relationships with staff. They separate from their parents confidently and settle quickly into familiar routines. Staff know children well and respond to their individual needs, helping them to feel safe and supported. For example, children with additional needs benefit from tailored support, including the use of sensory spaces, visual prompts, and consistent approaches between home and the setting. As a result, children begin to develop confidence, interact with others and engage more fully in daily experiences. Children enjoy a range of activities that support their communication, physical development and social skills. They take part in activities such as yoga, outdoor play and exploring sensory resources. However, the supervision of children when playing outdoors is not always rigorous enough to ensure their safety. Older children increase their social skills and enjoy developing storylines in their play with friends. Children show enjoyment in their learning, particularly when they can follow their interests and play alongside their friends. Children generally behave well and are learning to take turns, share and understand their emotions. Staff support children to recognise feelings and build relationships, for example encouraging them to show kindness and empathy towards others. Children are developing independence, such as managing their personal care and helping with small responsibilities. Children make expected progress from their starting points, including those with special educational needs and/or disabilities. Targeted support helps children to improve their communication, confidence and engagement. While leaders promote children's attendance, some aspects of leaders' record-keeping are not implemented consistently, including how children's attendance is recorded. Next steps To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date: Action Completion Date improve procedures for recording children's attendance so that their arrival times are recorded accurately and promptly 23/04/2026 strengthen leaders' oversight of the provision so that monitoring is precise and drives consistently high- quality experiences for all children 23/04/2026 improve staffing arrangements to ensure effective supervision of children, in particular in the outdoor area. 30/04/2026 About this inspection The inspector spoke with the nominated individual, who is also the manager, practitioners and the special educational needs coordinator during the inspection. Inspectors: Anne Dyoss Tina Twynham About this setting Unique reference number (URN): 2794791 Address: Smart Start Day Nursery 31-33 Reay Nadin Drive Sutton Coldfield B73 6UR Type: Childcare on non-domestic premises Registration date: 18/06/2024 Registered person: Smart Start Nursery Trading as Time Out Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Birmingham Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 17 March 2026 Children numbers Age range of children at the time of 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. 1 to 4 Total number of places 80 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. 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. 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. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. 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