The Old Station Nursery - Moseley

The Old Station Nursery - Moseley
Unique reference number (URN): 227205
Address: 106 Wake Green Road, Moseley, Birmingham, West Midlands, B13 9PZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 29/07/1987
Registers: EYR, CCR, VCR
Registered person: Buds Limited
Inspection report: 19 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
Children develop a breadth of skills that prepare them very well for school. They gain
detailed knowledge across the 7 areas of learning. Children progress well from their various
starting points. They communicate confidently and are keen to talk to new people and share
their ideas. Children are highly focused and show extremely positive attitudes towards
learning. They demonstrate excellent listening and attention skills. They demonstrate
sustained focus in activities. Children work collaboratively, build friendships and show
empathy and understanding for others' feelings. They are learning how to problem-solve and
work together as a team. Children can recognise numbers and count as they play. They
clearly show a love for books and songs. Children can follow actions and join in with familiar
nursery rhymes. These skills prepare them very well for their next stage in education, such
as school.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff have high expectations for children's behaviour. Children demonstrate
very positive attitudes to learning. This is seen consistently across all rooms. All children
demonstrate sustained focus on activities and engage for extended periods. These vital
listening and attention skills prepare them very well for their future education.
Children behave well and demonstrate respect for one another. A positive and respectful
culture is embedded throughout the setting. Children demonstrate empathy for others,
learning to negotiate and resolve conflicts quickly. They develop positive relationships with
staff and share close bonds. Children clearly understand the nursery's expectations and
boundaries. They know when they need to wash their hands, wear an apron or help to tidy
up. These behaviours are consistently embedded into practice across the nursery. Staff
support children to manage their own feelings and behaviour. They reinforce this through
high-quality teaching, praise and consistent routines.
Attendance is a priority. This ethos is shared with families so that children establish positive
attendance habits ready for school. Staff tailor support and settling-in sessions for those
children who may not attend regularly.
Children's welfare and wellbeing Strong standard
Leaders consistently promote children's health and wellbeing. There is a wonderful, safe,
clean and well-resourced environment that is highly conducive to learning and play. Staff
spend time getting to know the children and their likes and interests. Key-person systems
are highly effective. Staff meet the personal care needs of children with dignity and respect.
Staff are attentive to children's individual needs. They quickly react if a child is tired or
hungry. They adapt the routines to meet their needs effectively. Children spontaneously
approach staff for cuddles, and relationships are warm and nurturing. There are cosy areas
for children to rest and relax. Staff attentively follow safe eating and safe sleep guidance.

All children eat a healthy and nutritious diet. They have access to fresh drinking water, and
regular hydration is a priority. Children become increasingly independent in managing their
own personal needs. They know how to wipe their noses, wash their hands and be
independent with toileting. They consistently follow instructions and care for their belongings
and surroundings. For example, they throw their rubbish in the bin and help to mop up water
spills without any prompts. These embedded, well-structured routines motivate children to
develop long-lasting, healthy habits.
Curriculum and teaching Strong standard
Leaders have developed an ambitious, high-quality curriculum that builds systematically on
children's knowledge, skills and understanding over time. There is a sharp focus on
developing communication and language. Staff are confident to consistently interact and
engage with children. Conversations are lively, and the rooms are filled with purposeful talk,
creating a language-rich environment that supports children's learning and development.
There are frequent and high-quality interactions between staff and children. Staff promote a
love for books, stories, songs and rhymes. They introduce a wide and varied vocabulary at
every opportunity.
Children have lots of opportunities to be physically active. All children enjoy daily outdoor
play. Babies have the room and space they need to meet their physical milestones. Staff
regularly and accurately assess children's progress and use this information to plan what
they will teach them next. They adapt the environment and routine to support children to
meet their next steps in learning. The curriculum supports children in developing their
relationships with adults and peers. Staff foster a culture of respect, tolerance and kindness.
As a result, children play collaboratively, show empathy for others and behave very well.
Mathematics is woven into staff's everyday practice. They naturally incorporate counting into
play and introduce mathematical concepts such as size, capacity and number through
everyday interactions. Children enjoy looking at patterns and shapes in the environment.
They learn about the world around them and enjoy rich experiences to help them
understand the wider community. Staff encourage children to be creative and use their
imagination. They plan specifically around children's interests, which ignites their curiosity
and thirst for learning more. As a result, children develop a deep love for learning.
Inclusion Strong standard
Support for children with special educational needs and/or disabilities or other barriers to
their learning is highly effective. Leaders and staff consistently ensure that any barriers to
learning that children face are swiftly identified and addressed effectively. Staff are attentive
and recognise when there may be other medical needs that need addressing. They share
any concerns with parents and other professionals so that rapid action can be taken. This
has a demonstrable impact on children's outcomes.
Staff know all the children very well. Staff monitor children's progress rigorously. They share
regular developmental reports with parents. Staff use information from external
professionals and successfully implement strategies. Staff work closely with local schools to
share vital information, ensuring that funding and referrals are in place ready for school.
Leaders thoughtfully consider how to best utilise funding for the most vulnerable children.

Leaders adapt staffing levels and numbers of children so that staff can meet children's
needs effectively. This makes a sustained difference to children's opportunities and
experiences. Staff work closely with parents to ensure that there is a consistent approach to
any strategies at home and in the nursery. The respectful relationship between staff and
families promotes this working effectively.
Leadership and governance Strong standard
Leaders and staff are passionate about providing the very best start for children. Leaders
have an accurate understanding of the nursery's strengths and the effectiveness of the
actions they take to sustain high standards of care and education. They understand the
nursery's context. They take time to reach out to the local community to find out its priorities
for improvement. Leaders are ambitious and highly motivated to continue to drive
improvement. There has been positive reflection and changes made to the quality of
buildings, environment and staff team.
Leaders meticulously monitor staff practice and performance. They have accurate oversight
of the quality of provision, priorities for improvement and strengths. Staff feel very well
supported. They feel their wellbeing is a priority, as well as their professional development.
There is a culture of striving for continuous improvement shared consistently across the staff
team. Parents are overwhelmingly positive about the staff and leadership team. Leaders
consistently engage with families, and parents feel communication is a key strength. This all
has a positive impact on the quality of the provision. Leaders recognise there is scope to
share their knowledge and expertise so that it has a wider impact on children in other early
years provisions.
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
All children thrive at this inviting nursery. There is a real sense of calm and a highly
favourable learning environment. Children and families are welcomed each day by attentive
and nurturing staff. This creates a community feel, where all children feel they belong.
Children excitedly greet their friends, tell their parents about their day and fondly talk about
the nursery. They clearly enjoy their time there. Leaders and staff show a genuine interest in
the children and getting to know their family background. Connections between the nursery
and the families they serve are a key strength.
Children enjoy rich experiences across the 7 areas of learning. For example, they participate
in weekly Spanish lessons, yoga and visits to the local care home. This gives children a
wealth of opportunity to practise a variety of new skills. This helps to build solid foundations
of knowledge that prepare them well for their future learning journeys. Children are eager to
learn, participate and explore. All children demonstrate highly focused attention and
consistently engage in activities for a sustained period of time. Well-established routines are
embedded into everyday practice. This not only supports the children's learning but also
their wellbeing.
Children develop positive relationships with adults and their peers. They learn to play
together, take turns and resolve minor conflicts. Children are forming friendships and show
kindness towards one another. They behave well, play nicely in small groups, chat with their
friends and cooperate well. These positive social skills support them to be confident
communicators. Children understand others' feelings and show empathy when others are
upset. They celebrate each child's uniqueness, and there is a feeling of mutual respect and
tolerance of all beliefs and cultures. This prepares children well to be valued members of
their community and the wider world.

Inspector:
Katie Rudge
About this setting
Unique reference number (URN): 227205
Address:
106 Wake Green Road
Moseley
Birmingham
West Midlands
B13 9PZ
Type: Childcare on non-domestic premises
Registration date: 29/07/1987
Registered person: Buds Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Birmingham
Next steps
Leaders should consider strategies and opportunities to share their knowledge and
expertise so that it has a wider impact on children.
About this inspection
The inspector spoke with leaders, staff and the special educational needs coordinator 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
73
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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