Puzzles Day Nursery

Puzzles Day Nursery
Unique reference number (URN): 2856956
Address: 1145 Bristol Road South, Northfield, Birmingham, West Midlands, B31 2SL
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/09/2025
Registers: EYR, CCR, VCR
Registered person: Puzzles Day Nursery Partnership
Inspection report: 28 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.

Expected standard
Achievement Expected standard
Children achieve well from their individual starting points. Through a range of activities and
experiences, children develop age-appropriate knowledge and skills across all areas of
learning. Children demonstrate positive attitudes towards learning and remain engaged in
activities for extended periods.
Children develop effective communication skills and speak confidently with adults and their
peers. For example, children who speak English as an additional language ask questions
while looking at books. Staff support children to take turns, work collaboratively and build
positive relationships. As a result, children learn to listen to others, express their ideas and
play cooperatively. They also develop a secure understanding of their friends, families and
the wider community. This helps them to learn about similarities and differences between
people.
Children with special educational needs and/or disabilities or children who have barriers to
learning receive support tailored to their individual needs. Children demonstrate increasing
confidence and independence by making choices in their play and managing aspects of
their own self-care. They communicate effectively with adults and peers, ask questions and
share ideas. Children also show developing social skills as they take turns, cooperate with
others and negotiate during play.
Children generally develop the knowledge, skills and confidence they need for their next
stage of learning. They become increasingly independent, communicate their needs and
approach new experiences with enthusiasm. This prepares them well for future success.
Behaviour, attitudes and establishing routines Expected standard
Leaders establish clear expectations and consistent routines that help children feel safe,
secure and ready to learn. Staff implement these routines well and support children to
understand what is expected of them throughout the day. As a result, children settle quickly
and move confidently between activities. Children demonstrate positive behaviour and show
that they know the nursery routines well. For example, older children independently set up
bowls and cups and serve their own lunch. Younger children confidently put away their
belongings and take responsibility for the resources they use. These routines help children
develop independence and a sense of responsibility.
Children form warm and trusting relationships with staff and their peers. Staff act as positive
role models and promote kindness, respect and good manners throughout the day. Children
respond well to these expectations. They share resources, take turns and show
consideration for others. For example, while making muddy soup outdoors, children
thoughtfully share utensils so that their friends can join in. Older children also comfort and
support their peers, demonstrating care and empathy towards others. Children show
positive attitudes to learning. They engage well in activities, listen to instructions and
persevere when tasks are challenging. Leaders promote an inclusive environment where
every child is valued and supported to succeed. Staff work closely with families and offer

flexible arrangements to encourage regular attendance. This helps children to develop a
secure understanding of routines and make the most of their learning opportunities.
Children's welfare and wellbeing Expected standard
Leaders place children's welfare and wellbeing at the centre of their practice. Staff create a
caring and nurturing environment where children feel safe, secure and valued. As a result,
children form secure relationships with staff and confidently seek support and reassurance
from trusted adults. Staff support children to develop the skills they need to keep themselves
healthy and manage their personal care. For example, babies learn to feed themselves
using spoons, helping to develop their confidence and coordination. Older children
independently use the toilet, wash their hands and develop a growing understanding of good
hygiene practices. Staff embed these routines consistently throughout the day. This helps
children to become increasingly independent.
Children benefit from warm and responsive interactions with staff, which support their
emotional wellbeing. Staff help children to recognise and manage their feelings and provide
reassurance when needed. As a result, children are happy, settled and develop positive
levels of self-confidence. Staff promote healthy lifestyles effectively. They encourage healthy
eating at snack times and provide activities that help children to understand the importance
of keeping healthy. For example, children take part in toothbrushing activities as part of their
play and do daily exercise classes. Children also learn how to maintain good hygiene. For
instance, younger children independently visit the tissue station, and with sensitive support
from staff, learn to wipe their own noses. These experiences help children develop the
knowledge, confidence and self-care skills they need to support their future wellbeing.
Curriculum and teaching Expected standard
Leaders have designed a broad and inclusive curriculum that reflects the children and
families who attend the nursery. They place a clear emphasis on exploration and learning
through play. Staff know children well and generally use this knowledge to plan experiences
that match children's interests and support their next steps in learning. As a result, children
settle quickly, enjoy their time at the nursery and engage confidently in a range of activities.
Staff help children to build knowledge and skills across different areas of learning. For
example, they plan activities to support children's developing number recognition, such as
providing ramps and numbered landing platforms. Children excitedly release the cars down
the ramps, while staff encourage them to identify and name the numbers of where the cars
land. However, staff do not consistently make the most of opportunities to introduce and
reinforce new vocabulary during all interactions.
Staff teach mathematics through everyday routines. Children count the cups and plates
needed at snack time and enthusiastically count their jumps during outdoor play. Staff
promote children's enjoyment of books by linking stories to practical experiences. For
example, children listen to stories about visiting the dentist before taking part in activities
where they clean model teeth.
Children show curiosity, concentration and determination during their play. Outdoors, they
enthusiastically explore water and bubbles while wearing waterproof suits. When children

find large bubble ropes difficult to use, staff demonstrate how to move them gently
backwards and forwards to create bigger bubbles. Children persevere and show great
delight when they successfully create huge bubbles. Some staff introduce words, such as
'huge', 'tiny', 'high' and 'low', to support children's developing language. Some staff ask well-
timed questions that encourage children to think deeply. They promote language and
expand on children's prior knowledge by setting specific challenges for individual children.
However, the quality of teaching is not consistent across the staff team. Further training
opportunities will support staff with techniques and strategies to enhance their teaching style
and practice.
Inclusion Expected standard
Leaders demonstrate a commitment to inclusion and ensure that every child and family feels
valued, respected and supported. Systems for identifying and assessing need are effective.
This enables staff to recognise emerging concerns swiftly and put support in place without
delay. Leaders work closely with parents and carers, key persons and external professionals
to reduce barriers to learning and wellbeing. Additional support is implemented immediately,
rather than waiting for formal referrals. This helps children to make the most of their learning
opportunities from the earliest stage. The setting successfully supports disadvantaged
children, those with special educational needs and/or disabilities and children who are
known, or previously known, to children's social care. Leaders make effective use of local
authority guidance and services to signpost families to appropriate support and resources.
Secure partnerships with parents, alongside well-planned transition arrangements, help
ensure that children and families feel secure, included and well supported.
A high proportion of children speak English as an additional language. Staff use translation
tools, visual prompts and key-vocabulary displays to promote communication and
understanding. They place great value on children's home languages and cultures. For
example, staff carefully teach children the correct named body parts in English, which
children confidently repeat and use accurately when talking. Children learn about and
celebrate a wide range of cultures, languages and Faiths. Mealtimes are warm and sociable.
Children demonstrate respect for one another's differences, such as understanding and
discussing dietary requirements linked to cultural beliefs.
Leadership and governance Expected standard
Leaders establish a clear vision for the nursery and work purposefully to strengthen
provision following recent changes to leadership. They continue to strive to make
improvements since the last inspection and remain committed to providing high-quality care
and education for all children. Leaders understand the strengths of the setting and the
needs of the community they serve. They are ambitious for all children and work proactively
to ensure that families receive the support they need. For example, they provide translation
guidance to help families access services and complete paperwork when seeking additional
support.
Leaders have a clear understanding of their responsibilities. They establish effective
procedures to monitor children's welfare and safety. Staff understand safeguarding
procedures well and know how to respond appropriately to concerns, including allegations

against adults. Leaders maintain close oversight of attendance and contact families
promptly when children are absent without explanation. Leaders develop a positive culture
of professional learning. Regular supervision meetings, appraisals and coaching help staff
reflect on and improve their practice. Leaders adapt support to meet individual staff needs,
helping all staff to fulfil their roles successfully. Staff report that leaders value their
contributions and manage workloads thoughtfully.
Leaders work closely with external professionals, including the local authority early years
consultant, to support ongoing improvement. The effective partnership has helped leaders
develop an action plan and identify key priorities for development. This includes increasing
consistency in practice and enhancing the quality of teaching. Leaders recognise that staff
interactions with children are not yet consistently effective across all rooms. This limits
continuity of practice across the nursery and reduces opportunities to maximise children's
learning and language development. Parents and carers speak highly of the nursery and the
support they receive. Leaders keep parents well informed through online communication,
personal diaries and progress meetings. Parents report that their children are happy, make
secure progress and enjoy attending. They value the support provided by staff, and describe
the nursery as a welcoming and caring place for children and families.
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 are at the heart of this setting. Leaders and staff work hard to ensure that all
families are welcomed and included. Children arrive happily at the nursery and separate
from their parents and carers with confidence. They quickly seek out familiar staff and settle
into the well-established routines of the day. Children feel secure and valued. They move
purposefully around the environment, engage positively with staff and demonstrate a secure
sense of belonging.
Children show determination as they play. For example, during a daily exercise session
outdoors, children eagerly copy movements, balance cones on different parts of their bodies
and persevere when tasks become challenging. Staff encourage children to keep trying and
to use both hands, helping them to build resilience and confidence. Children concentrate
well and take pride in their achievements. Children make positive progress from their
starting points. They develop the knowledge and skills they need for their next steps through
purposeful play and everyday experiences. Younger children explore sand with interest.
They fill containers and search for coins while learning to share resources and play
alongside others. Children remain engaged in their chosen activities and demonstrate
positive attitudes towards learning.
Children behave well and show kindness and respect towards one another. They learn
alongside their peers in an inclusive environment where everyone is welcomed. Children
play cooperatively, share resources and develop positive friendships. They show
consideration for others and respond well to staff's expectations and guidance. Staff support
children to develop independence, always encouraging them to complete tasks themselves.
For example, they confidently remove and store their outdoor clothing after playing outside
and understand the importance of healthy habits. These well-established routines help
children to become increasingly independent and well prepared for their future learning.

Inspector:
Lucy Oliver
About this setting
Unique reference number (URN): 2856956
Address:
1145 Bristol Road South
Northfield
Birmingham
West Midlands
B31 2SL
Type: Childcare on non-domestic premises
Registration date: 30/09/2025
Registered person: Puzzles Day Nursery Partnership
Register(s): EYR, CCR, VCR
Next steps
Leaders should continue to closely monitor staff practice, so that consistently high-quality
teaching is seen throughout the nursery.
Leaders should provide opportunities for staff to complete training and peer coaching to
strengthen communication and language interactions during play.
About this inspection
The inspector spoke with the owner, manager, practitioners, the special educational needs
coordinator, the designated safeguarding lead and parents during the inspection.
A quality assurance visit by an additional inspector was carried out at this 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.

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 -
18:30,Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 -
09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:30
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 28 August 2026
Children numbers
Age range of children at the time of inspection
0 to 8
Total number of places
43
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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