URN EY390736 · Inspected 2026-07-13 · Published 2026-09-03 · Inspector: Trisha Turney Sue Bradford
Small Talk Nurseries Ltd. Unique reference number (URN): EY390736 Address: 85 Grove Lane, Handsworth, BIRMINGHAM, B21 9HF Type: Childcare on non-domestic premises Registered with Ofsted: 27/04/2010 Registers: EYR, CCR, VCR Registered person: Small Talk Nurseries Limited Inspection report: 13 July 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Needs attention Safeguarding standards not met Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. Despite repeated actions being raised in respect of safeguarding procedures at recent visits, leaders continue to fail in their responsibility to keep children safe. There is an attendance policy in place which clearly sets out the procedures to follow when attendance is poor. Staff recognise that poor attendance can be a possible indicator of a safeguarding issue and raise this as a concern with leaders. However, staff and leaders fail to implement this policy. They do not record accurate records of attendance. Leaders and staff do not follow up on repeated non-attendance to inform safeguarding considerations to keep children safe. Leaders do not ensure that relevant suitability checks are completed for all adults who work on the premises. Some Disclosure and Barring Service checks were only completed during the inspection. 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 Needs attention Some children, including those with special educational needs and/or disabilities, are not always sufficiently well prepared to move on to the next stage in their learning. Children are only given forks to eat some meals. As a result, they use their hands and fingers to eat. This does not support them to learn how to use cutlery correctly. Some older children do not develop confidence in speaking and using new vocabulary to communicate. Despite these weaknesses, when appropriate activities are set out, children generally show positive attitudes towards learning. Children are developing early mark-making skills. Older children copy letters in their name. Children demonstrate some early mathematical skills, such as counting in sequence and using size language. Older children use the toilet independently and make choices in their play. Children make progress in physical development skills. Younger children show interest and fascination as they make and manipulate dough, which supports their small muscle skills. Curriculum and teaching Needs attention Leaders have not ensured that the curriculum is designed and implemented effectively enough to support all children's progress, including children with special educational needs and/or disabilities, across all areas of learning. They do not consistently ensure that planning and teaching for older children are sufficiently ambitious or well matched to Urgent improvement children's ages and stages of development. Staff working with pre-school children do not plan sufficiently to build on what children already know and can do. Some activities set out are mundane and uninviting. Outdoor activities are not adapted to inspire and motivate children. As a result, although children are generally occupied, pre-school children do not sustain deep engagement in learning. Staff's approach to promoting children's language skills is inconsistent. They do not provide consistent support for older children to help all children develop their communication skills. Teaching is more effective for younger children. There is a positive focus on promoting children's early literacy skills, with books and songs being integral to the day. Children's physical development is promoted well. For instance, younger children delight as they jump and reach out to catch bubbles. Children enjoy rolling and moving their bodies in ball pits. Behaviour, attitudes and establishing routines Urgent improvement Staff do not support children with special educational needs and/or disabilities (SEND) to engage in daily routines. They do not consistently use the recommended aids to support children's transitions, such as visual cues and visual timetables. Staff do not support children to understand what is happening next. This does not help children to understand and follow daily routines. Leaders have devised a policy to monitor attendance and to follow up on any unexplained absences. However, leaders and staff do not implement this policy. The rate of attendance for some children is sporadic. Systems to evaluate children's attendance are weak. Leaders do not tackle poor attendance or support families when children's attendance raises concerns. This places children at risk of harm. Staff are sound role models for children. They treat children with care and respect. Most children demonstrate a positive attitude to play and learning. Staff provide appropriate support to children to help them to understand rules and boundaries. Overall, children behave well and develop positive relationships with their peers. Children learn to take turns with resources and play cooperatively with their friends. Children's welfare and wellbeing Urgent improvement Risk assessment is poor. Leaders do not ensure that staff have the knowledge and skills necessary to identify risks and hazards to children's safety. Staff confirm in written documentation that risks have been assessed and minimised. However, children are exposed to risks of choking and strangulation from burst balloons and strings in some play rooms. Leaders do not ensure that effective policies, procedures and practice are implemented to promote children's health and welfare. As a result, children do not learn how to keep themselves safe and healthy. For instance, before a walk to the local park, staff identify that the safest way to cross a busy road is to use the zebra crossing. However, when the walk takes place, staff take children across the road at a busy roundabout and not at the nearby crossing. This exposes children to significant risks, such as oncoming traffic. Staff provide some support to help children understand their emotions and feelings. Younger children are asked how they are feeling by pointing to a sad or happy face. Children choose the sad face and say they are sad because they want their mummy or want to go home. Key persons get to know the children and their families well. Staff give cuddles and reassurance to children who are new to the setting. Inclusion Urgent improvement Leaders do not ensure effective arrangements are in place to support children with special educational needs and/or disabilities (SEND). They do not identify when children are at risk of delay in their learning and development. Children with SEND do not receive the targeted support they need. Leaders refer to outside agencies to seek help and guidance. However, they do not ensure they act on advice given. Leaders do not support staff to implement agreed plans to promote progress in learning and development. Although staff are aware of children's specific targets, they do not receive the support they need to help children achieve them. Specific needs are identified for some children, for example, when children would benefit from the use of visual timetables, or simple sign language. However, staff do not have the necessary skills or resources to implement the strategies required. Children do not receive an appropriate level of support to meet their individual needs. They are often left to wander around for periods of time. Leaders do not demonstrate that they use additional funding appropriately. This does not help to support children's learning and development and meet their individual needs. Leadership and governance Urgent improvement Leaders have consistently failed to meet the Statutory framework for the early years foundation stage (EYFS) to keep children safe. Leaders continue to have a poor oversight of staff practice and the quality of the provision. They do not identify weaknesses or take sufficient action to improve the quality of education and care. This means that leaders do not act in all children's best interests. There are ongoing, significant failures in the provider's ability to meet the prescribed EYFS requirements to keep children safe. Leaders do not ensure that children benefit from an effective educational programme that prepares children, including those who may face barriers to their learning, for their next stage of education, including school. There are significant failures in leader's and staff's knowledge and understanding of risk assessment. As a result, children are at risk from hazards in the environment and from serious injury when crossing roads on outings. Leaders' systems for the monitoring of Disclosure and Barring Service checks for adults working on the premises are not carried out in a timely manner. Leaders did not undertake and record all of the required checks until the day of the inspection. Although staff benefit from some supervision and training, this has not been effective enough to promote sufficient understanding of safeguarding and risk assessment processes. This indicates that there is a closed culture of safeguarding that results in children's safety and welfare being put at risk. Compulsory Childcare Register requirements This setting has not 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 not 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 Significant weaknesses across the nursery have resulted in a number of breaches to the Statutory framework for the early years foundation stage. Similar breaches have been identified at several recent visits to the setting. Children are not kept safe and do not benefit from the expected levels of care and education. Leaders do not demonstrate the ability to make and sustain improvements. Leaders fail to implement basic safeguarding procedures. They do not ensure staff know and understand attendance policies and procedures, and the impact on the safeguarding of children. Leaders do not monitor and tackle poor attendance. Older children, including those with special educational needs and/or disabilities (SEND), do not receive the support they need to enable them to make secure progress. Leaders do not ensure that statutory plans for children with SEND are implemented by staff. Not all children benefit from high-quality teaching and interactions from staff to ensure that they are ready for the next stage in their learning. Leaders do not ensure the staff have the knowledge and skills to complete their roles effectively. They do not identify children who are at risk of delay and do not ensure all children receive timely, targeted support. Risk assessment is weak. Children are exposed to risks from hazards in the environment and unsafe road crossing practice. This does not support children's welfare and wellbeing. Overall, children have positive relationships with staff in the nursery. They generally behave well and play socially with their friends. New children settle well. Staff spend time getting to know them and provide gradual settling-in sessions to support their emotional development. Next steps The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action. We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date: Action Completion Date ensure leaders and managers have sufficient skills and oversight of the setting to identify and address weaknesses to promote children's education, and to keep children safe 04/08/2026 ensure staff have a robust knowledge and understanding of risk assessment to ensure children's safety 04/08/2026 take all reasonable steps to remove or minimise children's exposure to risks 04/08/2026 implement an effective policy to monitor and tackle poor attendance to promote safeguarding 04/08/2026 maintain accurate and organised records for the safe and efficient management of the setting, with particular 04/08/2026 Inspectors: Trisha Turney Sue Bradford Action Completion Date regard to attendance records ensure that effective arrangements are in place to swiftly identify children at risk of developmental delay, and to put timely support in place to support their individual needs 04/08/2026 ensure that children with an identified special educational need and/or disability receive the targeted support required, in order for them to make progress in their learning 04/08/2026 To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date: Action Completion Date provide a more coherent and sequenced curriculum for all children, including those with special educational needs and /or disabilities, to support children to make secure progress 25/09/2026 About this inspection The inspectors spoke with leaders, practitioners, 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. We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. About this setting Unique reference number (URN): EY390736 Address: 85 Grove Lane Handsworth BIRMINGHAM B21 9HF Type: Childcare on non-domestic premises Registration date: 27/04/2010 Registered person: Small Talk Nurseries Limited Register(s): EYR, CCR, VCR 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 13 July 2026 Children numbers Age range of children at the time of inspection 1 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. 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. 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