Rosie And Jim's Nursery And Pre-School

Rosie And Jim's Nursery And Pre-School
Unique reference number (URN): EY541899
Address: Eagle Street East, Hillfields, Coventry, West Midlands, CV1 4GY
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/12/2016
Registers: EYR, CCR, VCR
Registered person: Rosie and Jim's Childcare Limited
Inspection report: 24 August 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
All children, including those with special educational needs and/or disabilities (SEND), make
significant progress in their learning from their starting points and achieve important
milestones in their own way. For example, children with SEND become fully toilet trained as
staff recognise nonverbal cues and gestures as a form of communication when children
need to use the toilet. Children benefit from high levels of enhanced staff support where
appropriate, helping them to make progress.
Children are well prepared for the next stage of learning and development. They develop the
skills and knowledge necessary to make progress towards greater independence and
resilience. For example, children are encouraged to put on and take off their jackets and
persevere with this task. Children use age-appropriate tools to cut different foods, such as
salad, to make their own healthy sandwiches. Parents report seeing substantial progress in
their children since attending the setting.
Positive, trusting relationships help all children to develop confidence and feel secure.
Children eagerly join in with a wide variety of experiences which support all areas of
learning. For example, children make marks using different-sized dabbers. All children
develop their understanding of mathematical concepts. For example, children explore the
concept of 'big' and 'small' animals.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff have established a calm and inclusive environment for all children. Staff
prepare and support children to understand what comes next in the daily routine. For
example, staff use a nappy as a visual cue to help children understand when it is time for
their nappy to be changed. Staff gently reinforce simple boundaries clearly to ensure the
environment remains calm. All children transition seamlessly to the next part of the daily
routine. Leaders and staff regularly reflect on how they can strengthen children's routines
further to avoid disruptions to children's learning. For example, leaders have added
additional toilets for older children, reducing the need for them to walk through the younger
children's learning environment and minimising disruption to their learning. Staff provide
children with consistent verbal praise.
Children behave well across all age groups in the setting. Staff build positive relationships
with all children. They use their in-depth knowledge of each child to provide effective
support. For example, staff consider each child's stage of development when joining in with
circle-time activities. They ensure that any circle time is short and focused, but where
children are unable to hold their attention, they are sensitively supported to access other
areas of the environment.
All children, including those with special educational needs and/or disabilities and other
barriers to learning, are supported well. Leaders and staff adapt their practice by evaluating
the individual needs of all children. For example, leaders made adaptations to the routine to
provide children with more focused outdoor time to support children's active learning style.

Expected standard
In addition, staff provide children with 'sensory circuits' and use these opportunities as
'movement breaks' to ensure that children remain engaged and focused within their
learning. Leaders promote the importance of attendance to families and where any concerns
are identified, home visits are completed to prioritise children's safety and welfare.
Inclusion Strong standard
Children with special educational needs and/or disabilities and those with other barriers to
their learning benefit from a highly inclusive environment. For example, visual prompts and
routine boards are used to support children to access all experiences and parts of the daily
routine. Leaders and staff create an inclusive culture which celebrates every child's stage of
development. Leaders and staff develop positive and trusting relationships with parents and
carers from the outset, as staff spend time getting to know the unique needs of each child
and family. For example, leaders and staff offer bespoke settling-in sessions. They take a
detailed, unhurried approach to ensure that every child is fully settled. As a result, leaders
and staff have an in-depth understanding of each child's individual needs and identify how
they can remove barriers to their learning through reasonable adjustments or adaptations to
the environment. For example, leaders and staff recognised that children needed further
opportunities to promote their physical development and purchased additional climbing
equipment.
Leaders and staff consistently observe and assess children's progress. They identify the
root cause of any barriers to learning that children may face, and they consider when further
support and input are required from external professionals and agencies. For example, staff
signpost parents to external services when hearing or sight tests may be beneficial to
support children's development.
Leaders support staff to ensure that the graduated approach is implemented consistently
and provide individual support plans, so that children are equipped to achieve realistic goals
and reach the next stage of their development. Leaders frequently review children's
progress. They ensure that any additional funding, such as early years pupil premium, has a
clear impact. For example, leaders use funding strategically to provide enhanced staff
support where appropriate. In addition, leaders use funding to provide children with a variety
of additional experiences. For example, all children access music and movement sessions.
Children's welfare and wellbeing Expected standard
Leaders and staff develop secure attachments with children, helping them to feel safe and
secure in the setting. Key-person arrangements are effective, particularly during children's
settling-in process. For example, staff work with parents and carers effectively to identify
strategies which will support their child to settle in securely, such as establishing information
about the child's routine at home and whether any comforters are used. Staff interact with
babies in a warm, nurturing and gentle manner. Parents and carers praise the support their
child receives and describe the staff team as family.

Leaders promote healthy lifestyles by regularly reflecting on the type of meals and snacks
that children are served. For example, leaders have recently moved desserts from the lunch
menu to reduce the sugar content of meals and promote oral health. Children's physical
development is supported in the well-resourced outdoor area. Children confidently take risks
in their play while being carefully supervised by staff as they climb and negotiate a large
climbing frame. Children are supported and learn to use age-appropriate tools. For example,
children use appropriate cutting tools to prepare their own sandwich.
Staff demonstrate clear safer-sleep knowledge. They ensure that children are placed in an
appropriate sleep space and set 5-minute timers to ensure children are frequently checked
while sleeping. Overall, leaders and staff promote hygiene practices, and all children follow
established hygiene routines throughout the day. However, further refinement of routines
during mealtimes and for younger children is needed. This refinement will help to ensure
these practices are embedded consistently.
Curriculum and teaching Expected standard
Leaders have designed a curriculum which prioritises children's language, social, emotional
and physical development. The curriculum is well understood by all staff, who have a shared
vision of how they would like to prepare children for school. Staff skilfully interact with
children as they comment and narrate during children's play. For example, staff encourage
children to blow their own bubbles while introducing a wide range of vocabulary to develop
children's use of language. Leaders and staff adapt their teaching to support children with
special educational needs and/or disabilities and other barriers to learning, such as
speaking English as an additional language. For example, staff use simple and repetitive
language to support children's understanding. However, at mealtimes, the quality of
interactions and teaching by staff is not yet consistent, particularly for younger children.
Staff promote children's understanding of mathematical concepts as they use mathematical
language through everyday interactions. For example, children build their own construction
houses while staff encourage children to recognise how many windows are in each of their
constructions. Babies and young children join in enthusiastically with singing sessions and
are encouraged to make their own independent choices. For example, staff encourage
babies to choose a different 'nursery rhyme' spoon.
Leaders regularly reflect on the type of learning experiences which are available for children.
For example, leaders have recently supported staff to adapt the way in which activity plans
are created, to ensure that staff focus clearly on the skills children need to develop to reach
the next stage of their learning.
Leadership and governance Expected standard
Leaders have a clear overview of the setting's strengths and priorities for improvement.
They support and work alongside staff collaboratively to make changes to the quality of the
provision and enhance support for all families. For example, leaders have recently
introduced a 'helping hand' cupboard for parents and carers, providing guidance on toilet
training, oral health and how to support children's fine-motor development. Leaders have a
clear understanding of the local community, and the support that families need. Parents
speak highly of the support that children with special educational needs and/or disabilities

receive and describe feeling fully informed about their child's progress and how their
development is being supported. Leaders support staff to share ways in which parents can
support their children's development at home.
Leaders support the wellbeing of staff. Staff praise and value the support they receive from
all leaders. Leaders generally promote staff's professional development through regular
supervisions and by ensuring any training opportunities provided are closely aligned with the
priorities of the setting. However, the impact of professional development opportunities is not
yet fully recognised by staff. Leaders have plans to expand the amount of training
opportunities which are available to staff.
Leaders work collaboratively with a range of external agencies and develop positive links
with the local authority. Leaders support staff to value the input of external professionals as
they implement any guidance or strategies suggested to support children swiftly. For
example, leaders and staff implemented recommendations from an outside agency to
support children to recognise the importance of personal safety and boundaries.
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 arrive at the setting confident and eager to explore the environment. They separate
from their parents and carers with ease. Children form positive relationships and secure
attachments with staff that promote a sense of belonging at the setting. Staff and parents
work together to share detailed information about children's development and routines,
which are used to plan a variety of interesting experiences for children to explore. Children
demonstrate positive attitudes towards their learning as they engage in activities with
increasing focus and attention. For example, children focus as they post balls onto ramps
and watch closely as they roll down.
Children form positive relationships with each other from different age groups and are
supported to develop friendships. For example, children from all age groups spend time in
the outdoor area together to promote children's social development. They play group games
collaboratively. For example, children play adapted 'tic tac toe' together and are encouraged
to identify matching animals.
Children with special educational needs and/or disabilities (SEND), and other barriers to
learning are well supported. For example, children in receipt of additional funding are
supported by increased staffing support where appropriate, to ensure that all children can
access the full curriculum. Children with SEND are also supported to develop their social
skills and take turns. For example, staff provide a range of specific resources which interest
children and encourage them to share. Children's communication is supported as staff
typically introduce a wide range of vocabulary to promote language development. Where
required, additional communication and language interventions are used to ensure that
children make the best possible progress in this area of learning and are prepared for the
next stage of their learning.

Inspector:
Joe Groom
About this setting
Unique reference number (URN): EY541899
Address:
Eagle Street East
Hillfields
Coventry
West Midlands
CV1 4GY
Type: Childcare on non-domestic premises
Registration date: 23/12/2016
Registered person: Rosie and Jim's Childcare Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Next steps
Leaders should support staff to enhance the quality of interactions, particularly at
mealtimes for younger children.
Leaders should support staff to refine and embed consistent hygiene routines, particularly
at mealtimes and for younger children.
Leaders should enable staff to consider the impact of professional development on their
practice and how this can further enhance the quality of teaching.
About this inspection
The inspector spoke with leaders, managers, staff, the special educational needs
coordinator, children and parents 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.

Local authority: Coventry
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 24 August 2026
Children numbers
Age range of children at the time of inspection
0 to 7
Total number of places
46
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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