Leaps and Bounds Children's Centre and Day Nursery

Leaps and Bounds Children's Centre and DayNursery
Unique reference number (URN): EY418276
Address: 161 Gillott Road, BIRMINGHAM, B16 0ET
Type: Childcare on non-domestic premises
Registered with Ofsted: 28/01/2011
Registers: EYR, CCR, VCR
Registered person: SAI Children Centre Ltd
Inspection report: 9 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
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.
Achievement Expected standard
Children, including those with special educational needs and/or disabilities, typically develop
the knowledge and skills they need across the areas of learning. This prepares them well for
the next stages in their learning and school.
Babies confidently explore using their senses as they investigate different textures, sounds
and smells. They develop their early communication as they copy familiar words and actions
during meaningful one-to-one interactions with staff, such as playing peekaboo. Toddlers
refine their fine motor skills as they use single-handed tools safely. They concentrate as they
transfer sand and water between a range of containers. Toddlers strengthen their
coordination as they crouch, balance and move purposefully while exploring the
environment. Older children confidently apply mathematical ideas as they compare
quantities, use language such as 'full' and 'empty' and explore number through a variety of
resources, including dice. They solve problems as they experiment with play dough, test
ideas and explain their thinking to staff and their friends. Children develop their creativity
and curiosity as they investigate a wide range of materials. They explore the different smells
of spices, experiment with cameras and use open-ended resources in imaginative ways.
Behaviour, attitudes and establishing routines Expected standard
Leaders establish generally clear expectations for children's behaviour and daily routines.
Children typically behave well because staff provide calm guidance and help them
understand what is expected. Staff identify the triggers for individual children's behaviour
and adapt their approach to prevent unnecessary distress. For example, they recognise
when some children need reassurance before familiar adults leave them and provide
additional support to help them regulate their emotions. Staff typically encourage children to
share, take turns and cooperate during play.

Overall, daily routines generally support children's growing independence. For example,
older children learn routines that prepare them well for school as they line up, carry their
own plates and manage aspects of lunchtime independently. However, routines are not
consistently implemented across the nursery. For example, the organisation of lunchtime for
toddlers sometimes results in some unnecessary waiting, meaning opportunities to
maximise children's independence and learning are not used consistently.
Leaders promote the importance of regular attendance and work in partnership with families
to remove barriers where possible, including for children who face barriers to their learning.
Staff help parents understand when children can continue to attend nursery safely due to
minor ailments and when they should remain at home due to illness. This generally helps
children benefit from consistent routines, build secure relationships and access the full
curriculum.
Children's welfare and wellbeing Expected standard
Leaders promote children's welfare effectively. They respond thoughtfully to environmental
factors that may compromise children's welfare. For example, during periods of hot weather,
they continually review risk assessments. They monitor room temperatures and adapt the
environment by relocating babies to cooler areas for playing, eating and sleeping. Staff
complete risk assessments for planned experiences. However, they do not give full
consideration to how these opportunities can help children understand and manage risks
when using a range of open-ended resources.
Staff help children develop the language to recognise, understand and express their feelings
in developmentally appropriate ways. For example, on arrival, older children choose to
spend time talking with staff about how they feel and link their emotions to colours. Staff
encourage children to reflect on how different situations make them feel, helping them
develop an increasing understanding of their own emotions and those of others. Staff adapt
their interactions so that all children feel included.
Leaders promote healthy lifestyles through regular opportunities for outdoor play and
learning, nutritious meals and snacks, and ensuring children have frequent access to
drinking water. Staff also encourage children to develop increasing independence from an
early age. For example, once babies are confidently standing, staff support them to stand at
the sink while washing their hands, helping them begin to learn hygiene routines. Staff
continue to build on these routines as children grow, encouraging them to manage aspects
of their own care independently.
Curriculum and teaching Expected standard
Leaders have designed a broad curriculum around carefully chosen concepts that children
revisit as they move through the nursery. Staff revisit ideas, such as water and movement,
through experiences that increasingly deepen children's understanding as they move
through the rooms. Overall, staff typically implement the curriculum successfully. They
generally adapt their interactions to ensure that all children can participate in learning. They
use modelling, narration of children's play and purposeful questioning to extend children's
communication, mathematical understanding and thinking. Staff make effective use of
everyday routines to support language development. They engage babies in meaningful

one-to-one conversations during nappy changing and care routines. They encourage
toddlers to express themselves creatively as they explore paint, sand and water. Staff
support older children to explain their ideas and solve problems as they investigate and
experiment with play dough.
Leaders have established effective systems for assessing children's learning and
development. Staff generally know children well and identify children's next steps. However,
staff's use of assessment information is not consistently embedded in planning. This means
that learning experiences do not always build closely on what individual children already
know, understand and can do. As a result, opportunities to maximise children's progress are
not consistent.
Inclusion Expected standard
Leaders identify children who face barriers to their learning and wellbeing at an early stage.
They generally work effectively with parents and a range of external professionals to ensure
children receive the support they need. Leaders review children's progress regularly and
adapt support as children's needs change. This helps children access the curriculum
alongside their peers and develop positive relationships. However, assessment information
is not always used precisely enough to identify the specific steps in learning that individual
children need next. As a result, planned teaching does not consistently build on children's
current stages of development as closely as possible.
Leaders take time to understand children's individual circumstances, family backgrounds
and home cultures. They use this information to help children settle, to value children's
experiences and to ensure all families and children feel included in nursery life. Leaders use
additional funding purposefully to reduce barriers to learning. They generally work closely
with families to identify how funding will best support each child. Leaders use funding to
provide targeted one-to-one support where appropriate. They also broaden children's
experiences through visits to places such as museums and local shops and the use of
public transport.
Leadership and governance Expected standard
Leaders generally demonstrate a clear vision for the nursery and accurately evaluate its
strengths and areas for development. They have recently reviewed the curriculum, refining
the concepts they want children to develop as they move through the nursery. Leaders are
currently prioritising strengthening the quality of staff interactions so that teaching becomes
consistently effective across the setting. Leaders also respond diligently to concerns when
they arise. For example, they have reviewed and strengthened their procedures for
managing accidents and first aid. This includes updating policies and providing additional
training. They monitor practice regularly and use their findings to identify where further
improvements are needed. However, monitoring is not yet consistently precise enough to
ensure all staff implement teaching to the highest standard.
Leaders invest in staff's professional development. Training typically reflects the priorities
they have identified, including positive teaching interactions, safe sleep, healthy eating and
safeguarding. Staff value having regular supervision, time to manage their workload,
professional discussions and opportunities to reflect on their practice.

Leaders build positive partnerships with parents and the wider community. They provide
workshops, share resources for learning at home and organise events that encourage
families to become involved in nursery life. This helps parents to extend their children's
learning beyond the setting and provides greater continuity in experiences.
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
Children benefit from regular attendance and enjoy their time at this welcoming nursery
where they are greeted warmly by practitioners who know them well. They quickly settle into
their play and confidently follow familiar routines, such as self-registering on arrival and
preparing themselves for the day ahead. Children who initially arrive feeling unsettled are
comforted sensitively by practitioners with whom they have developed close, trusting
relationships. They quickly regain their confidence and become absorbed in their learning.
Children develop a strong sense of belonging because practitioners value them as
individuals and work closely with their families. Children, including those who speak English
as an additional language and those who receive additional support, are welcomed into the
nursery and included in all aspects of daily life. For example, children who speak English as
an additional language hear familiar words from their home language during play and daily
routines, helping them feel included and understood.
Children confidently access a rich learning environment that reflects their stage of
development and encourages them to return to favourite experiences. Children explore how
water moves through channels and experiment with blowing foil boats across the water.
They discover whether the boats float and adapt them into scoops so that they can fill
containers. Babies delight in sensory experiences as they explore textured materials and
investigate the different smells and textures of fruit in water. They develop their
communication through songs, stories and meaningful one-to-one interactions during
everyday routines. Toddlers become absorbed as they transfer water between containers,
explore how water flows through channels and prepare fruit smoothies. Children develop the
knowledge, skills and confidence they need for their next stage of learning.
Across the nursery, children become increasingly independent as they wash their own
hands, manage aspects of their personal care and confidently follow familiar routines.
Children behave well and show positive attitudes to learning. They cooperate with their
friends as they solve problems, build and create together.
Next steps
Leaders should strengthen monitoring so that staff consistently implement high-quality
teaching and make effective use of daily routines to maximise children's learning.
Leaders should develop staff's use of assessment information so that planning more
precisely reflects children's individual needs and supports them to make the best possible
progress.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
children, parents and grandparents during the inspection.

Inspector:
Anne Dyoss
About this setting
Unique reference number (URN): EY418276
Address:
161 Gillott Road
BIRMINGHAM
B16 0ET
Type: Childcare on non-domestic premises
Registration date: 28/01/2011
Registered person: SAI Children Centre Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:15
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 9 July 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
66
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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