← Ofsted Nursery Tracker

Sami Care

URN EY440038 · Inspected 2026-06-17 · Published 2026-08-07 · Inspector: Josephine Heath

Safeguarding met Childcare on Non-Domestic Premises, Full day care source PDF ↗ provider page on ofsted.gov.uk ↗

Grades by area

Achievement

Strong standard
All children make excellent progress at this nursery. Those who are vulnerable and face specific barriers to their learning, including those with special educational needs and/or disabilities, benefit from high-intensity support. Children who speak English as an additional language progress very well, to an extent that those who arrive at nursery unable to speak any English learn to speak fluently within months. Children make very secure progress in their communication and language skills from the outset because this is a key strength here. During small social group times with staff, young children enjoy early communication and language-focused singing sessions. They join in the actions of familiar movement songs about animals. Alongside this, older children enjoy drawing on whiteboards. They talk about the pictures of animals they are drawing and start to sound out the initial letter sounds that make up the animal names and practise writing these. All children are very well prepared for the next stage of their learning.

Behaviour, attitudes and establishing routines

Strong standard
The environment is very calm. Children behave very well. Staff promote the nursery rules and boundaries consistently and clearly. As a result, these are well understood. Children make choices about what they want to do, and they select resources and activities with ease. They pour their own drinks and use tongs to serve their own foods. They also learn to manage their own self-care, such as washing hands and using the toilet independently from an early age. Since the last inspection, leaders have worked very hard on the organisation of the daily routine to ensure that it is purposeful and evokes children's full participation and active involvement throughout the day. Children are highly cooperative and very familiar with staff expectations of them. For example, they routinely line up when directed to either go outside or return inside or to wash their hands or sit at the table for snacks and meals. They keenly engage in the social mealtimes and happily chat to staff and their peers about various matters during these times. Children's attitudes towards their learning are excellent. They busily engage in play and exploration with staff, independently and with their peers throughout the day. Children spend vast amounts of time immersed in activities, and they imaginatively develop their own ideas and games. For example, children move from the role-play area dressed up in builders' clothing and use pretend tools to go around the nursery pretending to fix the resources and equipment alongside their peers. Leaders promote the importance of attendance, and any non-attendance is diligently followed up.

Curriculum and teaching

Strong standard
Staff know and understand the purpose of the nursery curriculum, and they have a secure understanding of what they intend children to learn. Staff build the curriculum on themes of interest to children, such as animals. They consistently deliver this in practice. For example, staff incorporate the theme into planned adult-led activities. Children create and make animals using various tools in play dough. This builds on their creativity and imaginative skills. They practise their small hand movements as they thread laces on animal pictures. This helps to build an aspect of the physical strength children need for early writing. Staff add real food to the role-play area. They use this to talk to children about where food comes from and how things grow. Children also explore pretend sea creatures in the water and look at their features in great detail. This helps build on their understanding of the world around them. The quality of teaching is consistently high. Staff build on and extend children's play and learning throughout the day. They deploy themselves very well within the environment. They base themselves at individual activities, which helps them to be in the best position to interact with and support children. Staff differentiate their teaching based on children's age, stage and learning needs. Therefore, all children are gaining the key skills they need for future learning and to eventually move on.

Inclusion

Strong standard
The nursery is highly inclusive. All children are treated equally here. Staff celebrate and value each and every child. Children with special educational needs and/or disabilities (SEND) are quickly identified through effective observation and assessment. They are put on SEND plans and given targeted support. Leaders work with various external agencies, including the local area SEND team and speech and language therapists. They value their input and routinely take their advice on board. This helps to ensure no child is left behind and ultimately they are equipped to move on as well as possible. Communication and language are a key focus here. All children receive routine communication and language screening termly. The support for children who speak English as an additional language is exemplary. The diverse bilingual staff team speak to many children, and their families, in their own languages, which helps them to rapidly feel comfortable attending. Staff continually talk to children and provide lots of narrative and simple explanations to their play. They model, repeat and expand on language with children in English throughout the day. This helps to rapidly build on their speaking skills. Leaders ensure that additional funding children are in receipt of is used purposefully and with a focus on specific resources, toys or trips further afield that enhance children's development. This has recently included developing a new sensory room space and revamping the garden.

Children's welfare and wellbeing

Expected standard
Children are very settled attending this nursery. They are typically very smiley throughout the day. On arrival, they enter fairly independently as they are greeted warmly by clearly familiar staff. The majority of children easily separate from their parents and/or carers when they first arrive. Children enjoy plenty of physical play outside. Staff deployment is highly effective, which means supervision is high. Children develop games collaboratively with their peers, and staff join in children's play and build on their games. For example, children take turns to throw beanbags at targets and build a house from large foam bricks. Older children delight in pushing each other around on trikes as they work together to navigate the space around the garden safely. The nursery has recently joined a new initiative with a focus on promoting healthy lifestyles for children. As a result, leaders acknowledge there is work to do to improve the nursery menu, but this is in its infancy. This is because some things provided are highly processed and contain too much salt and sugar. Therefore, at present, the nursery foods available to children do not fully help to reduce the risk of oral health and obesity issues occurring in the future.

Leadership and governance

Expected standard
Leaders reflect on key strengths of the nursery and have clear targets for future improvement. The environment is well maintained. For example, recent renovation work to the nursery garden has improved the useability of the space for children in practice. Leaders and staff understand their safeguarding duties, including the importance of safer recruitment and rigorous induction for new staff. Leaders acknowledge a record-keeping issue that they intend to resolve. This is because some of their records do not closely align to processes that they explain have been completed. However, this has minimal impact on the quality of the nursery as it is a staff recruitment and induction paperwork oversight only and not a practice issue. Leaders prioritise staff wellbeing and ensure they have a manageable workload. They routinely check in with staff and offer them training and support. Staff comment positively on the approach of the leadership team, and they explain that they feel fully supported in their roles. Staff work highly effectively as a team. They communicate very well between themselves, which helps to ensure deployment is strong and supervision of children remains effective at all times. Parent partnerships are clearly established based on the overwhelmingly positive parent feedback received. All parents spoken to commented they were happy with the nursery. Leaders recognise the need to consistently engage with all parents in a thoughtful and positive way. However, on occasion, leaders and staff accept all parent and/or carer requests to place restrictions on babies' daily routines without considering the potential impact of this in the context of their experience attending nursery. There is scope to increase staff confidence in providing parents of babies with more professional guidance and advice.

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

Leaders are passionate about the quality of the nursery, and they are fully committed to providing children with opportunities that enhance their life experiences. The environment is welcoming and inviting. Relationships between staff and children are warm and positive. Staff know children well, and children closely follow the expected routines with ease. This helps all children to develop a sense of belonging. Teaching is consistently high quality across the nursery. Staff provide a well-thought-out curriculum, which promotes children's individual learning needs. This helps all children to achieve very well. Leaders are very knowledgeable about their responsibilities within the role of special educational needs coordinator. They provide all staff and children extensive support. This helps all children benefit from opportunities to excel in their learning and development, specifically those with special educational needs and/or disabilities and those who speak English as an additional language. All children participate and engage in a broad and varied range of rich and stimulating activities. They clearly have fun and enjoy their time here. Children thrive because staff understand their individual needs and generally look after them well throughout the day. All children are very happy, settled and content. The environment is well resourced and there is a clear and very well-established routine, which purposefully provides children with structure to their day. Staff's expectations for children's behaviour are high. Children are highly responsive to staff. They listen and follow instructions, and they consistently behave very well. For example, when the tidy-up time bell rings, all children join in with putting things away. They are very clear about what is happening next as they confidently tell visitors it will be group time.

Next steps

Leaders should consistently prioritise children's welfare and consider ways to further increase the nutritional benefit of the menu of snacks and meals they provide. Leaders should increase staff confidence to consistently engage with all parents in a thoughtful and positive way, including providing more advice and guidance where required so that babies can continue to thrive during the nursery day. Leaders should ensure that records kept closely align to processes for recruitment and induction of new staff that have been completed.

About this inspection

The inspector spoke with leaders, staff, parents and/or carers 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. A quality assurance visit by an additional inspector was carried out at this inspection.

About this setting

URN
EY440038
Address
Sami Care Ltd 88 Wright Street BIRMINGHAM B10 9SP
Type
Childcare on Non-Domestic Premises, Full day care
Registration date
06/01/2012
Registered person
Sami Care First Ltd
Register(s)
EYR, CCR, VCR
Operating hours
Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00,Monday,Tuesday,Wednesday,Thursday,Friday : 17:30 - 20:30
Local authority
Birmingham

Facts and figures

Age range at inspection
1 to 5
Total places
60

Data from 17 June 2026

Raw extracted PDF text 
Sami Care
Unique reference number (URN): EY440038
Address: Sami Care Ltd, 88 Wright Street, BIRMINGHAM, B10 9SP
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/01/2012
Registers: EYR, CCR, VCR
Registered person: Sami Care First Ltd
Inspection report: 17 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
Achievement Strong standard
All children make excellent progress at this nursery. Those who are vulnerable and face
specific barriers to their learning, including those with special educational needs and/or
disabilities, benefit from high-intensity support. Children who speak English as an additional
language progress very well, to an extent that those who arrive at nursery unable to speak
any English learn to speak fluently within months.
Children make very secure progress in their communication and language skills from the
outset because this is a key strength here. During small social group times with staff, young
children enjoy early communication and language-focused singing sessions. They join in the
actions of familiar movement songs about animals. Alongside this, older children enjoy
drawing on whiteboards. They talk about the pictures of animals they are drawing and start
to sound out the initial letter sounds that make up the animal names and practise writing
these. All children are very well prepared for the next stage of their learning.
Behaviour, attitudes and establishing routines Strong standard
The environment is very calm. Children behave very well. Staff promote the nursery rules
and boundaries consistently and clearly. As a result, these are well understood. Children
make choices about what they want to do, and they select resources and activities with
ease. They pour their own drinks and use tongs to serve their own foods. They also learn to
manage their own self-care, such as washing hands and using the toilet independently from
an early age.
Since the last inspection, leaders have worked very hard on the organisation of the daily
routine to ensure that it is purposeful and evokes children's full participation and active
involvement throughout the day. Children are highly cooperative and very familiar with staff
expectations of them. For example, they routinely line up when directed to either go outside
or return inside or to wash their hands or sit at the table for snacks and meals. They keenly
engage in the social mealtimes and happily chat to staff and their peers about various
matters during these times.
Children's attitudes towards their learning are excellent. They busily engage in play and
exploration with staff, independently and with their peers throughout the day. Children spend
vast amounts of time immersed in activities, and they imaginatively develop their own ideas
and games. For example, children move from the role-play area dressed up in builders'
clothing and use pretend tools to go around the nursery pretending to fix the resources and
equipment alongside their peers. Leaders promote the importance of attendance, and any
non-attendance is diligently followed up.
Curriculum and teaching Strong standard
Staff know and understand the purpose of the nursery curriculum, and they have a secure
understanding of what they intend children to learn. Staff build the curriculum on themes of

Expected standard
interest to children, such as animals. They consistently deliver this in practice. For example,
staff incorporate the theme into planned adult-led activities. Children create and make
animals using various tools in play dough. This builds on their creativity and imaginative
skills. They practise their small hand movements as they thread laces on animal pictures.
This helps to build an aspect of the physical strength children need for early writing. Staff
add real food to the role-play area. They use this to talk to children about where food comes
from and how things grow. Children also explore pretend sea creatures in the water and look
at their features in great detail. This helps build on their understanding of the world around
them.
The quality of teaching is consistently high. Staff build on and extend children's play and
learning throughout the day. They deploy themselves very well within the environment. They
base themselves at individual activities, which helps them to be in the best position to
interact with and support children. Staff differentiate their teaching based on children's age,
stage and learning needs. Therefore, all children are gaining the key skills they need for
future learning and to eventually move on.
Inclusion Strong standard
The nursery is highly inclusive. All children are treated equally here. Staff celebrate and
value each and every child. Children with special educational needs and/or disabilities
(SEND) are quickly identified through effective observation and assessment. They are put
on SEND plans and given targeted support. Leaders work with various external agencies,
including the local area SEND team and speech and language therapists. They value their
input and routinely take their advice on board. This helps to ensure no child is left behind
and ultimately they are equipped to move on as well as possible.
Communication and language are a key focus here. All children receive routine
communication and language screening termly. The support for children who speak English
as an additional language is exemplary. The diverse bilingual staff team speak to many
children, and their families, in their own languages, which helps them to rapidly feel
comfortable attending. Staff continually talk to children and provide lots of narrative and
simple explanations to their play. They model, repeat and expand on language with children
in English throughout the day. This helps to rapidly build on their speaking skills.
Leaders ensure that additional funding children are in receipt of is used purposefully and
with a focus on specific resources, toys or trips further afield that enhance children's
development. This has recently included developing a new sensory room space and
revamping the garden.
Children's welfare and wellbeing Expected standard
Children are very settled attending this nursery. They are typically very smiley throughout
the day. On arrival, they enter fairly independently as they are greeted warmly by clearly
familiar staff. The majority of children easily separate from their parents and/or carers when

they first arrive.
Children enjoy plenty of physical play outside. Staff deployment is highly effective, which
means supervision is high. Children develop games collaboratively with their peers, and
staff join in children's play and build on their games. For example, children take turns to
throw beanbags at targets and build a house from large foam bricks. Older children delight
in pushing each other around on trikes as they work together to navigate the space around
the garden safely.
The nursery has recently joined a new initiative with a focus on promoting healthy lifestyles
for children. As a result, leaders acknowledge there is work to do to improve the nursery
menu, but this is in its infancy. This is because some things provided are highly processed
and contain too much salt and sugar. Therefore, at present, the nursery foods available to
children do not fully help to reduce the risk of oral health and obesity issues occurring in the
future.
Leadership and governance Expected standard
Leaders reflect on key strengths of the nursery and have clear targets for future
improvement. The environment is well maintained. For example, recent renovation work to
the nursery garden has improved the useability of the space for children in practice. Leaders
and staff understand their safeguarding duties, including the importance of safer recruitment
and rigorous induction for new staff. Leaders acknowledge a record-keeping issue that they
intend to resolve. This is because some of their records do not closely align to processes
that they explain have been completed. However, this has minimal impact on the quality of
the nursery as it is a staff recruitment and induction paperwork oversight only and not a
practice issue.
Leaders prioritise staff wellbeing and ensure they have a manageable workload. They
routinely check in with staff and offer them training and support. Staff comment positively on
the approach of the leadership team, and they explain that they feel fully supported in their
roles. Staff work highly effectively as a team. They communicate very well between
themselves, which helps to ensure deployment is strong and supervision of children remains
effective at all times.
Parent partnerships are clearly established based on the overwhelmingly positive parent
feedback received. All parents spoken to commented they were happy with the nursery.
Leaders recognise the need to consistently engage with all parents in a thoughtful and
positive way. However, on occasion, leaders and staff accept all parent and/or carer
requests to place restrictions on babies' daily routines without considering the potential
impact of this in the context of their experience attending nursery. There is scope to increase
staff confidence in providing parents of babies with more professional guidance and advice.

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
Leaders are passionate about the quality of the nursery, and they are fully committed to
providing children with opportunities that enhance their life experiences. The environment is
welcoming and inviting. Relationships between staff and children are warm and positive.
Staff know children well, and children closely follow the expected routines with ease. This
helps all children to develop a sense of belonging.
Teaching is consistently high quality across the nursery. Staff provide a well-thought-out
curriculum, which promotes children's individual learning needs. This helps all children to

Inspector:
Josephine Heath
achieve very well. Leaders are very knowledgeable about their responsibilities within the
role of special educational needs coordinator. They provide all staff and children extensive
support. This helps all children benefit from opportunities to excel in their learning and
development, specifically those with special educational needs and/or disabilities and those
who speak English as an additional language. All children participate and engage in a broad
and varied range of rich and stimulating activities. They clearly have fun and enjoy their time
here.
Children thrive because staff understand their individual needs and generally look after them
well throughout the day. All children are very happy, settled and content. The environment is
well resourced and there is a clear and very well-established routine, which purposefully
provides children with structure to their day. Staff's expectations for children's behaviour are
high. Children are highly responsive to staff. They listen and follow instructions, and they
consistently behave very well. For example, when the tidy-up time bell rings, all children join
in with putting things away. They are very clear about what is happening next as they
confidently tell visitors it will be group time.
Next steps
Leaders should consistently prioritise children's welfare and consider ways to further
increase the nutritional benefit of the menu of snacks and meals they provide.
Leaders should increase staff confidence to consistently engage with all parents in a
thoughtful and positive way, including providing more advice and guidance where required
so that babies can continue to thrive during the nursery day.
Leaders should ensure that records kept closely align to processes for recruitment and
induction of new staff that have been completed.
About this inspection
The inspector spoke with leaders, staff, parents and/or carers 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.
A quality assurance visit by an additional inspector was carried out at this inspection.

About this setting
Unique reference number (URN): EY440038
Address:
Sami Care Ltd
88 Wright Street
BIRMINGHAM
B10 9SP
Type: Childcare on non-domestic premises
Registration date: 06/01/2012
Registered person: Sami Care First Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 -
16:00,Monday,Tuesday,Wednesday,Thursday,Friday : 17:30 - 20:30
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 June 2026
Children numbers
Age range of children at the time of inspection
1 to 5
Total number of places
60
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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