Whipper Snappers Childcare @ St Francis

Whipper Snappers Childcare @ St Francis
Unique reference number (URN): EY454109
Address: St. Francis Church, Glen Side, BIRMINGHAM, B32 3RU
Type: Childcare on non-domestic premises
Registered with Ofsted: 26/09/2012
Registers: EYR, CCR, VCR
Registered person: Whipper Snappers Childcare Limited
Inspection report: 14 July 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
Behaviour, attitudes and establishing routines Expected standard
Children are happy and settled and develop positive attitudes to their learning. Children
have a sound understanding of their daily routines, which supports the smooth running of
the nursery day. For example, they know where to hang their bags on arrival and to wash
their hands after playing outside and before eating. Children are very well behaved, and this
is promoted by leaders and staff, who are positive role models to children. As a result,
children conduct themselves with confidence, kindness and respect for others.
Staff and children build supportive, nurturing relationships. This is clearly demonstrated by
how well key persons understand each child's needs. Staff demonstrate genuine care for
children through the time that they dedicate to getting to know each child. Staff have high
expectations of behaviour for all children, including those with special educational needs
and/or disabilities (SEND) and those who may have other barriers to learning. Staff support
children to understand and follow the setting's rules through regular reminders, clear
explanations and positive reinforcement. They adapt their approaches to meet individual
needs using strategies such as visual timetables and tailored communication methods. This
helps children with SEND to understand expectations, develop self-regulation skills and
engage positively with their peers. Leaders further support this by providing relevant training
opportunities for staff to embed this in their practice.
Leaders and staff work in partnership with parents and carers to promote positive
attendance. They take time to explain the value of nursery and how it builds the foundations
for school readiness. For example, children in pre-school are prepared for school through
opportunities to develop their independence, such as going to collect their lunch from the
dinner trolley and carefully taking it back to their seat.
Children's welfare and wellbeing Expected standard
Staff provide children with opportunities to make healthy choices. For example, at snack
times, children can choose either milk or water to accompany their fruit. Children
demonstrate an understanding about oral health, explaining they should brush their teeth
twice a day. Robust hygiene practices are in place, and children demonstrate growing
independence to develop their self-care. For example, younger children understand how to
stay safe in the sun by wearing their hats outside and explaining that you should apply sun
cream.
Staff utilise mealtimes to promote social skills, discussing food preferences and healthy
choices with children. For example, staff explain that milk has calcium in it, which makes you
strong and healthy. Mealtimes are also used by staff to promote good manners, as children
are praised for saying 'please' when they ask for which fruit they would like. Routines for
babies' sleep are well established and effective, with staff demonstrating a strong
understanding of safer sleep practices. Staff are highly attuned to each child's individual
sleep routine and recognise when children are ready to rest. They understand that some
children may require more time to settle and use appropriate, effective strategies to support
them in falling asleep comfortably and safely. Leaders and staff create a safe environment

Needs attention
where children feel emotionally and physically secure. Children show confidence and take
pride in their achievements, which are celebrated by staff. For example, children proudly
share their creative models with staff. Staff create a calm, nurturing learning environment
where children are treated with respect and kindness.
Achievement Needs attention
While children make some progress, weaknesses in the curriculum and its delivery mean
that they do not always achieve as well as they could. Activities appear to lack challenge,
resulting in some children making slower progress in their learning and development than
expected. This means that not all children are fully prepared for their next stage in learning.
Overall, children make steady progress from their individual starting points. They develop
well in their personal, social and emotional development, supported by opportunities to build
collaborative learning and self-regulation skills.
Children have lots of opportunities to enjoy outdoor play. This supports children's physical
development. For example, children challenge themselves to climb and balance on soft-play
platforms, jumping off safely. Children are happy, confident and engaged in their learning.
Curriculum and teaching Needs attention
Leaders have not yet fully embedded the curriculum into daily practice. Consequently, staff
sometimes miss opportunities to introduce new vocabulary, challenge children and extend
their learning. Interactions do not always extend children's experiences. Leaders' monitoring
has not yet secured consistently progressive teaching across the setting. Children receive
frequent praise that builds their confidence and self-esteem. Dedicated staff provide
responsive care to support child development and build their skills. Babies develop their fine
motor skills and hand strength by squeezing flannels, younger children play collaborative
hoop games, and older children learn to take risks in their play.
Staff support children's personal, social and emotional development. They help children to
create positive relationships with adults. Staff know children well. They assess children's
progress and plan next steps for their learning. Children have opportunities to explore with
their senses and develop their imagination. For example, older children explore and
describe smells and colours while making different types of tea, and younger children create
'gingerbread men' in the mud kitchen. Children have opportunities to develop their strength.
For example, staff teach children how to climb up the climbing frame and slide down the
fireman's pole safely.
Inclusion Needs attention
While children with special education needs and/or disabilities (SEND) receive support,
weaknesses in the curriculum and teaching mean that opportunities to further adapt
activities and extend their knowledge and skills are not always fully maximised. This limits

what children with SEND, or those who may have other barriers to learning can achieve.
Procedures are in place for staff to monitor and assess children's learning and progress.
However, inconsistencies in the quality and frequency of interactions mean that teaching is
variable and not all children make the progress they are capable of. Leaders swiftly identify
children who have emerging SEND, those who may face barriers to their learning and those
who speak English as an additional language. Leaders put plans in place for these children.
Staff provide them with targeted support, which helps them make progress.
Leaders and staff work collaboratively with parents and carers of children with SEND and
those who may have other barriers to learning. For example, parents are involved when
targets are set for their child and are informed when they are adjusted to enable success.
Staff are supported through training, guidance and strategies to help children achieve their
individual targets. Leaders work well with external professionals to support children and
families. Additional funding is utilised effectively to benefit children who receive it. For
example, leaders purchase resources, such as weighted blankets and blackout tents to
support self-regulation.
Leadership and governance Needs attention
Although leaders have a balanced understanding of the setting's strengths and the areas for
development, this has not yet led to consistently implementing a well-sequenced, ambitious
curriculum. As a result, children's learning experiences are variable and do not always build
progressively on what they already know and can do. Opportunities to deepen learning and
promote sustained progress across all areas of development are not consistently
maximised. Leaders are committed to children's welfare and supporting families, with secure
safeguarding procedures in place. This is well understood and consistently implemented
across the setting. Leaders recognise the need to strengthen the curriculum to ensure all
children benefit from a coherent and challenging learning journey.
Staff report that they feel well supported in their role in terms of their wellbeing and
workload. They say that they have support from leaders, who provide them with
opportunities for continuous professional development. Leaders and staff know children and
their families well. This has supported them to develop positive partnerships with parents.
Parents say they receive clear communication from the setting regarding their child's
experiences and development. Robust recruitment and vetting procedures are in place.
Leaders work closely with occupational therapists, child psychologists and other
professionals to support children's individual needs.

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
Although children are happy, engaged and make progress from their individual starting
points, the quality of their learning experiences is inconsistent. Activities do not always
provide sufficient challenge or build progressively on what children already know and can
do. As a result, opportunities to extend children's thinking, develop their language and
deepen their understanding are missed. This includes children with special educational
needs and/or disabilities (SEND), which means children do not always achieve as well as
they could.

Children arrive happily and settle quickly into the welcoming environment, where they form
secure relationships with caring staff who know them well. They feel safe, valued and
confident. Children benefit from consistent routines that help them understand what is
expected of them throughout the day. Children develop increasing independence through
everyday experiences. For example, they put their hats on before outdoor play, take
responsibility for tidying away resources and prepare for school by learning to write their
name.
Children enjoy a variety of opportunities to explore, investigate and develop their physical,
social and emotional skills. For example, they develop their hand-eye coordination as they
play throwing and catching games, engage in imaginative play and work alongside their
friends during group activities. Staff identify children who may have SEND or other barriers
to learning at an early stage. They work closely with parents and other professionals to
provide appropriate support. Children who receive additional funding benefit from resources
and strategies that help them feel secure and participate in nursery life.
Children's health and wellbeing are promoted effectively. They learn about healthy lifestyles,
develop self-care skills and enjoy calm, well-established routines. Staff celebrate children's
achievements and create a respectful environment where children feel valued and are
treated with kindness and respect.
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
design and deliver an ambitious curriculum tailored to
meet the individual needs of all children to fully extend
and promote their learning
16/11/2026
ensure they support staff to develop the quality of
interactions with children to extend and further their
learning and understanding
16/11/2026
consistently monitor the quality of staff practice to
ensure areas for improvement in teaching are
accurately identified and targeted, leading to enhanced
teaching quality across the setting
16/11/2026
About this inspection
The inspector spoke with leaders, staff, special educational needs coordinator, designated
safeguarding leads, children and parents during the inspection.

Inspector:
Grace Kleanthous
About this setting
Unique reference number (URN): EY454109
Address:
St. Francis Church
Glen Side
BIRMINGHAM
B32 3RU
Type: Childcare on non-domestic premises
Registration date: 26/09/2012
Registered person: Whipper Snappers Childcare Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00
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 14 July 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.

0 to 4
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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