Dainty Little Hands

Dainty Little Hands
Unique reference number (URN): 2792053
Address: 171-175 Bordesley Green East, Bordesley Green, Birmingham, B9 5SR
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/06/2024
Registers: EYR
Registered person: Dainty Little Hands Limited
Inspection report: 3 June 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.

Strong standard
Inclusion Strong standard
Leaders are highly proactive in ensuring that the needs of children with special educational
needs and/or disabilities (SEND) are successfully met. They have substantial, expert
knowledge and skills in supporting children with SEND and those who face other barriers to
their learning and/or wellbeing. They continually use research to extend their knowledge and
find new and innovative ideas, which they share with staff and weave into practice. Leaders
have embedded a consistent, highly inclusive culture across the setting.
Leaders and staff swiftly identify children's needs and use in-depth assessment extremely
effectively to plan and review their next steps in learning and development. Children with
SEND engage deeply in activities tailored to their individual needs. For example, leaders
have used early years pupil premium funding to purchase resources that support individual
children's play and learning, such as equipment that helps children to self-regulate through
repeated spinning movements. As a result, these children make significant progress from
their starting points.
Leaders work closely with staff to develop their expertise in strategies, such as Makaton,
which strengthen and support children's communication. Staff apply these approaches
consistently, including for children with SEND. Leaders also use a speech and language
audit to assess children's needs precisely. As a result, children make rapid progress in their
communication and language skills. Leaders work highly effectively with external agencies,
professionals and parents to secure the support these children need to make the best
possible progress in their learning.
Leadership and governance Strong standard
Leaders, including those responsible for governance, are highly committed, enthusiastic and
have a wealth of knowledge. They have an in-depth knowledge and understanding of child
development. They are experts in implementing this knowledge in practice to meet the
needs of all children, including those with special educational needs and/or disabilities
(SEND) and those who face barriers to their learning. Children benefit from a highly
inclusive environment. Leaders work closely with parents to provide well-tailored support
and engage external agencies promptly to secure specialist help for children with SEND. As
a result, they receive excellent support to help them learn, develop and thrive.
Leaders are committed to continuous improvement and have a clear view of the setting's
strengths and priorities for development. They lead by example, using hands-on modelling
in their work with children to strengthen staff's knowledge, skills and practice. Leaders also
consider the wellbeing of staff and provide opportunities for them to develop through training
and coaching. They recognise that there are occasions when staff need additional input to
help them raise the quality of their interactions and teaching even more.
Leaders have a strong understanding of their local community and families. They work
closely with all families, providing additional support to those who have children with
individual needs to promote regular attendance. As a result, children develop positive habits

Expected standard
for learning and thrive at the setting. Parents report that they are extremely happy with all
the friendships their children have formed at the setting and comment on the leaders' efforts
to secure the additional support their children need.
Achievement Expected standard
Children typically progress well from their starting points. They show an enjoyment for
learning within this inclusive environment. Children make secure progress in their
communication and language. They move from babbling to using single words, and develop
a growing vocabulary through stories, songs and rhymes. Children develop early
mathematical understanding as they count objects one by one. They build their physical
strength and coordination as they roll out play dough, climb and slide, and use resources
such as diggers in the mud. Children also use language linked to their play, such as
'digging'.
Children with special educational needs and/or disabilities make greater progress in their
communication and language and self-regulation. For example, they are taught to use
vocalisation sounds and gestures. These children show increasing confidence in making
choices, for example, when selecting favourite rhymes, including 'Five Little Ducks'. Overall,
children gain the knowledge and skills they need for their next stage of learning and
development. Leaders recognise that staff do not share children's next steps with parents
consistently so that learning can be better supported at home.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff foster a culture of kindness, care and respect towards all children,
including their families and communities. They take time to get to know each family to
ensure an inclusive, nurturing environment for every child. Children play alongside one
another harmoniously, while staff support them to develop good manners and respectful
interactions. Leaders have established effective procedures to monitor attendance and
promote good habits for learning. They work with parents, including making appropriate
adaptations for children with special educational needs and/or disabilities, to support regular
attendance and meet children's individual needs. As a result, children develop positive
attitudes towards their learning and this prepares them well in readiness for school.
Children form positive relationships with staff and their peers. They understand what is
expected of them at the setting. Staff use clear signals, such as a tambourine, to help
children understand routines and know when it is time to move to another activity. Staff
remind children to use their polite manners when asking for play equipment from their
friends. This helps children to collaborate, share and get along with others.

Children's welfare and wellbeing Expected standard
Leaders have high expectations for all children's welfare and wellbeing. They have created
an inclusive environment where children feel safe, secure and valued. Staff take the time to
get to know children and their individual needs. They are supported by a strong leadership
team that shares its superb knowledge and expertise with staff to enable them to
successfully meet the needs of all children. For example, children with special educational
needs and/or disabilities who find self-regulation difficult are provided with individualised
resources to support their emotional regulation and engagement.
Children form secure attachments with their key persons and benefit from safe sleep
practices that meet their individual needs. Children enjoy healthy lunches, such as
spaghetti, mince and yogurt, which are provided by the setting and fully support children's
dietary requirements. Staff also encourage parents to provide healthy lunch boxes for
children who choose to bring food from home. However, routines at lunchtimes and sleep
times are not yet established consistently well enough. As a result, opportunities to promote
children's social skills at lunchtimes and ensure smoother transitions at sleep times are not
fully embedded.
Curriculum and teaching Expected standard
Leaders and staff have designed a sequenced curriculum that builds on what children
already know and can do. They use assessment effectively to determine children's next
steps in their learning and development. The curriculum is inclusive and adapted to meet
children's individual needs, taking account of their age, stage of development and starting
points. Early mathematics is woven into daily activities. For example, as children pick up
balls, staff use warm, caring interactions to count aloud so children hear and begin to
understand number. Leaders have identified that because the staff group is quite new, there
are occasions when teaching is not yet consistently extended to a high level. Leaders do
work closely with staff to further their teaching skills, but this has not yet had the desired
impact to help all children make the best possible progress.
Staff support children's communication and language skills by reading books and
emphasising key vocabulary. For example, when reading the book 'Elmer', they focus on
questions that draw out children's recognition of colour. Children with special educational
needs and/or disabilities select rhymes through vocalising sounds such as 'D' for 'Five Little
Ducks'. This ensures all children are developing a love of books and increasing their
vocabulary skills.

What it's like to be a child at this setting
Children settle smoothly into this inclusive, child-focused setting. They are greeted with a
warm welcome by all staff. This helps them to feel safe and secure. Parents comment on the
friendliness of leaders and staff. They report their children are happy, relaxed and in the best
hands at the setting. As a result, children enjoy attending and develop positive attitudes to
learning.
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, show an enjoyment for their learning. Children engage purposefully in
activities, which are tailored to their individual needs. They play and learn through a range of
resources that support their exploration and engagement. Babies are supported to build on
their physical skills in line with their age and stage of development. For example, they are
encouraged to go from a sitting to a crawling position as staff draw their attention to a ball.
Younger children roll balls while staff support them to count each one in turn. Older children
play cooperatively with their friends as they fill and empty containers, strengthening their
wrist movements while scooping pasta. In addition, they use a rolling pin to shape play
dough before choosing what to make.
Children enjoy joining in with songs, rhymes and stories to enhance their communication
and listening skills. In the outdoor garden area, children learn to manage risk safely as they
climb the ladder and come down the slide. Children use words such as 'digging' as they
make tracks in the mud. They play alongside their friends in a harmonious way. Children
recognise and respond promptly to the tambourine signal,, showing a clear understanding of
tidy-up time. As a result, children sustain positive behaviour.
Next steps
Leaders should ensure staff consistently share next steps with parents to better support
their children's learning and development at home.
Leaders should continue to strengthen staff knowledge and skills around the curriculum to
ensure high-quality teaching.
Leaders should establish lunch and sleep time routines to develop children's social skills
and smooth transitions even more.
About this inspection
The inspector spoke with staff and children and took account of parents' views 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

Inspector:
Dal Malhi
About this setting
Unique reference number (URN): 2792053
Address:
171-175 Bordesley Green East
Bordesley Green
Birmingham
B9 5SR
Type: Childcare on non-domestic premises
Registration date: 20/06/2024
Registered person: Dainty Little Hands Limited
Register(s): EYR
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 3 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
100
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.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright