Lambs Christian School Day Nursery

Lambs Christian School Day Nursery
Unique reference number (URN): 2750268
Address: 113 Soho Hill, Birmingham, B19 1AY
Type: Childcare on non-domestic premises
Registered with Ofsted: 12/09/2023
Registers: EYR, CCR, VCR
Registered person: Lambs Christian School Day Nursery Ltd
Inspection report: 4 February 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
Expected standard
Children's welfare and wellbeing Strong standard
All children demonstrate they are very settled and happy in the nursery. They thrive in the
care of attentive staff. There are strong relationships between children and staff. Key-person
systems are highly effective in meeting the needs of children. Young babies have their
needs meet with dignity and respect. Children smile and giggle at staff as they arrive. Staff
know the children and their families very well. They use this key information to understand
children's likes and interests. This supports children's emotional wellbeing and helps build
these secure attachments.
Staff promote children's health and personal hygiene. Handwashing practices are
embedded into the routines of the day. Leaders and staff support children to develop their
physical health. All children enjoy daily outdoor play. Staff adapt the routine for children with
special educational needs and/ or disabilities so that their transition between rooms is
tailored to their needs. This supports their emotional development and feeling of belonging.
Leaders recognise the needs of their wider community and therefore there is a strong focus
on supporting children's good oral health and nutrition. Leaders work closely with parents to
share crucial information about healthy lunch ideas and the importance of drinking water. As
result, there is a positive impact on children's diets and their future habits.
Achievement Expected standard
Children make steady progress across the 7 areas of learning and are being well prepared
for their onward learning journeys, such as school. Those children who may face barriers to
their learning and/or wellbeing generally achieve well from their starting points. They learn to
care for their own belongings and to be kind, respectful and listen to others. Children follow
rules and boundaries and demonstrate an understanding of the expectations of the nursery.
They develop secure communication and language skills and can successfully express
themselves and their feelings. Children develop adept physical skills. They can run, jump
and balance on a variety of apparatus. Children understand mathematical concepts, for
example shape, size and capacity. They enjoy counting in sequence and adding one more.
Most children can sit and listen for extended periods, but this varies with the quality of
teaching implemented.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff have built a culture of kindness and respect towards others. Children
listen and follow rules. They play games collaboratively and get along well with their peers.
Children willingly line up to wait to move rooms and help to tidy up the resources. Leaders
and staff set high expectations for children's behaviour. They encourage children to put up
their hand to talk and wait their turn. Children typically behave well. There are occasions

when staff do not plan the activities or routine precisely, which results in some children
losing interest, becoming disengaged and bored. This affects their attitude to learning. Staff
quickly respond to unwanted behaviour with gentle reminders and give direct praise for
positive behaviour.
Leaders place a high importance on attendance and punctuality. They offer tailored support
and reinforce expectations for children and families who may be face barriers to attending
regularly. This helps ensure the most vulnerable children are accessing their early education
and establishes good habits ready for school.
Curriculum and teaching Expected standard
Leaders design an ambitious and challenging curriculum for all children, which covers the 7
areas of learning. Leaders and staff are passionate about improving their own skills and
knowledge to help improve the overall quality of teaching children receive. Many staff are
completing training to upskill their practice. Staff are on a learning journey themselves, and
they are yet to implement consistently effective strategies to support their teaching practice.
There are lots of interesting resources and areas for children to play and explore. Typically,
staff ask well-timed questions to encourage children to think and problem-solve. However,
sometimes adult-led activities are too rigid and do not allow some children to follow their
own interests and ideas. As a result, these children lose interest or do not want to
participate, which occasionally affects how well they behave.
There is a sharp focus on supporting children's communication and language. This is
identified by leaders as an area they need to concentrate on. Staff use regular tracking and
assessment to evaluate children's language development. They use visual aids, pictures
and 'now and next' boards to support all children to understand the routine and use new
words. Staff make effective use of stories, songs and rhymes to encourage younger children
to speak and make sounds. All children enjoy daily outdoor play and fresh air with their
friends. There are lots of opportunities for children to be physically active on outings into the
local community and in the garden. Staff understand the needs of children with barriers to
their learning and adapt the teaching approaches to ensure all activities are accessible to
them.
Inclusion Expected standard
Leaders have recently reflected on their provision and practice for children with special
educational needs and/ or disabilities. Improvements have been made to the timeliness of
referrals and seeking support from external professionals. In addition, the assessment of all
children's progress has changed so that there is a more consistent and detailed approach
across the different age groups. Staff are beginning to draw on the guidance of
professionals to implement plans and targets. Staff typically implement these strategies
successfully. As a result, children with barriers to their learning are getting the appropriate
support they need.
Staff successfully identify children's changing needs quickly and accurately. Leaders
understand the diversity of their community and know that some children might be financially
disadvantaged. They consider that some children do not have extra-curricular experiences
outside of the nursery. Leaders use early years pupil premium funding to provide healthy

snacks and offer experiences that children may not receive at home. For example, they
regularly provide transport to local nature areas and parks. This broadens children's
opportunities to practise new life skills and deepens their understanding of the world around
them.
Leadership and governance Expected standard
Leaders are passionate about providing children with the best start in life. They work closely
with parents and the local community to understand their specific needs. Parents speak
positively about the nursery and the staff. They feel well supported and attribute their
children achieving new skills to the nursery. Staff share important updates and regular
information with parents. Home learning is a priority. Children take home stories to read for
pleasure with their families. This encourages a love for books.
Professional development is important across the staff team. Staff complete training to
support their roles. This establishes a culture of continual improvement, in which everyone is
keen to improve their practice for the benefit of children. The new leadership team is on a
journey of embedding their vision consistently into staff practice. Leaders can accurately
assess the quality of staff practice and there are plans for the ongoing improvement of the
quality of teaching. Recent training on play-based approaches is yet to be implemented
effectively into staff's everyday practice.
Staff wellbeing is a priority. Staff feel valued by leaders and there is a healthy work-life
balance. They receive regular supervision and support. This breeds a culture of mutual
respect and builds a happy staff team that works well together.
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 clearly feel they belong in this inviting nursery. There is a nurturing environment
where all children can thrive. Children with barriers to their learning get the early and
ongoing support they might need. For example, children with special educational needs
and/or disabilities receive accurate and regular assessment of their needs, meaning any
gaps in their development are identified swiftly. There is an ambitious curriculum that builds
on children's prior knowledge.
Leaders and staff are passionate about their roles in giving children the very best start in life.
They understand the diverse community they serve. There is a strong focus on children
learning about respect, tolerance and kindness towards others. Children learn about
different communities and cultures different to their own. For example, they spend time
listening to stories about the Inuit population and how they live. Staff bring these stories to
life with resources and activities that help strengthen the children's understanding of their
differences and similarities. This prepares them well for their future as responsible, valued
and accepting members of society.
Children take part in activities that spark their curiosity and encourage exploration. There
are lots of opportunities to practise and repeat new skills. During sensory play with ice and
water, staff position themselves at children's level and introduce vocabulary related to
temperature and textures. Staff support children to follow rules, such as wearing aprons as
they play with messy activities. Children are well prepared for school. They are learning vital
skills that support them in their future learning journeys. Children are very happy and settled.
They clearly feel safe and secure in the nursery.

Inspector:
Katie Rudge
About this setting
Unique reference number (URN): 2750268
Address:
113 Soho Hill
Birmingham
B19 1AY
Type: Childcare on non-domestic premises
Registration date: 12/09/2023
Registered person: Lambs Christian School Day Nursery Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Birmingham
Facts and figures used on inspection
Next steps
Leaders should consistently implement teaching that adapts with children's emerging
thinking and allows them to follow their own ideas and express themselves so that there is
a positive impact on children's engagement and behaviour.
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.

This data was available to the inspector at the time of the inspection.
This data is from 4 February 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
57
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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