Little Peaches Nursery

Little Peaches Nursery
Unique reference number (URN): 2824770
Address: 89 Holyhead Road, Birmingham, B21 0HH
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/02/2025
Registers: EYR
Registered person: Little Peaches Nursery Ltd
Inspection report: 7 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
Safeguarding standards not met
Leaders have not ensured that there is an open and positive culture around safeguarding
that adequately protects children from harm.
The provider lacks oversight of the nursery. She has failed to ensure leaders fully
understand their responsibilities to keep children safe from harm. The provider has not
ensured that leaders manage concerns and take effective action in line with their local
safeguarding procedures. Failing to ensure appropriate action is taken in a timely way
significantly puts children's safety and welfare at risk.
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 achieve generally well in relation to their starting points. Pre-school children's
overall skills develop at a positive rate. They progress well in their communication and
language and personal and social skills. Older children readily converse with one another
and staff as they play, such as sharing their experiences about a trip to the dentist. They
work together to move a large parachute up and down, having fun by hiding underneath it.
Overall, younger children make some progress across the 7 areas of learning. Their physical
development grows as they begin to learn how to hold and manage a book, turning the
pages over and starting at the beginning. Children's vocabulary and language skills develop
well. They learn new vocabulary throughout routine times of the day, such as snack time.
Children listen and repeat new and less familiar words they hear, such as 'watermelon'.
Behaviour, attitudes and establishing routines Expected standard
Staff who work predominantly with the older children support them effectively to behave well,
to be respectful to adults and to one another. They take opportunities with all children to
praise them for a job well done. Staff provide clear explanations about sharing resources,
such as colouring pens, to help children to change their behaviour in a positive and timely
way. However, the practice from some staff working with the younger children is at times not
as effective. Occasionally, staff do not explain to children the consequences of their
behaviour and instead simply tell them not to climb or run indoors. This means that the
younger children do not receive consistent support to understand the difference between
right and wrong.

Staff help children to know the routines well. Children know when it is time to sit at the table
for snacks and meals and how to prepare for going outside on sunny days. Older children
approach activities that are introduced with enthusiasm, such as playing outdoors on the
new trampoline. Staff promote all children's attendance effectively. They initiate the
strategies in place to follow if children do not attend in a timely way.
Curriculum and teaching Expected standard
Leaders support staff to develop a curriculum that supports children's learning. Staff find out
from parents and carers what their children already know and can do. Staff plan activities to
incorporate children's interests and their next steps in their learning. Older children have
opportunities to have fun with their friends. They build on existing skills and develop new
ones that enhance their independence in readiness for school. Children engage in a broad
range of experiences throughout the day.
Staff provide opportunities for younger children to enjoy involving others in their play.
Children share their dolls and encourage interaction, demonstrating how to wrap their dolls
in a blanket. The youngest of children enjoy one-to-one time with staff. Staff skilfully support
children to look at books and concentrate and engage throughout the story. Leaders are
aware that occasionally the adult-led activities that staff provide for the younger children are
not as ambitious as they could be. They are in the process of supporting some staff to
improve their work when considering activities to deliver the curriculum successfully. This
includes ensuring activities, such as making play dough, provide children with as many
opportunities as possible, for example for the children to be involved at each stage of the
process, to sustain their interests and enhance their learning.
Inclusion Expected standard
Typically, leaders and staff develop relationships with parents and carers at the onset of their
children's care. They find out about children's individual needs and past experiences.
Leaders and staff find out about any potential barriers to children's learning and if they have
attended another nursery previously, or if this is their first experience. This helps staff to
provide a settling-in package relevant and specific to each child's needs. Leaders and staff
liaise with a range of other professionals involved in children's lives, for example foster
carers, social workers and health visitors.
Many children who attend speak English as an additional language. Staff generally use what
they know about children to plan for their next steps in their learning. Staff demonstrate an
awareness of adaptations that can be made to the environment to cater for all children's
individual needs, providing an inclusive environment.
The special educational needs coordinators have experience of working with children with
special educational needs and/or disabilities. They generally support staff to identify early
signs and indicators of potential developmental delay and take action to inform parents at
the earliest opportunity. This helps to ensure they can work together and that staff can
provide support to parents in relation to any referrals that may be required. This helps
children to receive intervention in a timely way.

Urgent improvement
Children's welfare and wellbeing Urgent improvement
Children's welfare and wellbeing are compromised. Leaders have failed to ensure children
are effectively supervised at all times. Leaders have not taken action and followed
safeguarding policies and procedures. As a result, the safety and wellbeing of the children is
not assured.
Staff greet children on arrival. Children who are less settled have a cuddle with staff until
they are ready to play. This helps children to feel that they belong.
Overall, children learn about a healthy lifestyle and are introduced to foods that will support
this. Fruit is frequently featured as a snack and a dessert. Children readily tuck into slices of
orange, grapes and watermelon. This helps children to try foods that may be less familiar to
them and broaden their palette.
Older children typically access activities to help them understand the importance of positive
oral health. They also know why they need to wear sun protection cream in the sun. Older
children visit the bathroom independently and are supervised by staff to ensure they
effectively wash their hands. This helps to reduce the spread of germs and equips children
well with the skills they need when they move on to school. In the main, younger children
have some opportunities to practise self-care, such as being encouraged to wipe their faces
clean after lunch.
Leadership and governance Urgent improvement
The provider has failed to maintain effective oversight of the nursery. There are breaches of
the early years foundation stage that have put children's safety and welfare at risk. Leaders
do not fully understand their responsibilities regarding complaints about the nursery,
informing Ofsted of significant events, and how to manage safeguarding concerns or act in
line with their local safeguarding procedures.
Leaders are aware of the setting's strengths and some of the areas for improvement.
However, some aspects of the provision that would benefit from improvement are not always
swiftly identified. Leaders have devised effective settling-in processes to enable children to
settle as quickly as possible and begin their learning. Leaders identify professional
development opportunities for individual staff. They are currently in the early stages of
reviewing the support and training needed for staff working with the younger children.
Leaders are aware of any barriers to learning that children may face and the support that
children with special educational needs and/or disabilities require. They work collaboratively
with other professionals involved in children's care and learning. When children move to
another nursery, leaders provide the new setting with information about the child, their
current stage of development and next steps in their learning. This promotes a smooth
transition for children and their families.

Staff do not frequently share information with parents about their children's next steps in
their learning. Parents concur with this too, commenting that their children's learning is not
frequently shared in a timely way for them to support their children's learning at home. That
said, parents and carers overall are positive about the care and education their children
receive. They comment that their children experience warm relationships with their key
person and make positive progress regarding speaking in English.
What it's like to be a child at this setting
Children's safety is compromised. This is because there are breaches of the early years
foundation stage requirements. The provider lacks effective oversight and does not ensure
that leaders fully understand their responsibilities. This includes dealing with complaints,
informing Ofsted of significant events, managing safeguarding concerns and following local
safeguarding procedures.
Children receive support from familiar staff to help them separate from their parents and
carers. Children settle well and readily engage with the activities provided. Children of all
ages develop friendships with their peers of similar age and interests. Younger children bond
with one another through playing, for instance with cars and moving vehicles. Older children
develop positive friendships, for example through their love of football.
Children of all ages have frequent opportunities to be active indoors and outside. On very
hot days, children access activities that require physical participation inside where it is
cooler. Older children have great fun working together to lift and lower a colourful parachute
and take turns to hide underneath. Children giggle with their friends as they do so.
Outdoors, children push along small 2-wheel bicycles and learn to steer and manoeuvre
around obstacles. Children really enjoy the nursery's newer resources, such as the small
trampoline. They bounce up and down and count how many jumps they can do when it is
their turn.
Children make choices about what resources they want to play with. The younger children
enjoy sorting shapes into shape sorters, helping them to develop early mathematical
knowledge, such as learning the names of shapes. Older children play in the sand, using
tools, filling containers and constructing models. This supports their creativity and
strengthens their physical development.

Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
ensure that leaders have effective oversight of the
running of the provision, specifically relating to the
implementation of safeguarding procedures and
management of child protection concerns to ensure
they are all effectively addressed
03/09/2026
ensure that the designated safeguarding leads fully
understand their responsibilities to manage, escalate
and report child protection concerns to relevant
authorities without delay
03/09/2026
take all necessary steps to keep children safe and well,
with specific reference to their arrival at the nursery,
ensuring they are fully supervised at all times
03/09/2026
increase leaders' knowledge and understanding of
complaints, ensuring the procedure for complaints is
followed at all times and make a record of complaints
available to Ofsted
03/09/2026
increase leaders' knowledge and understanding of
significant events and notify Ofsted without delay
03/09/2026
ensure safe and efficient management with regard to
meeting children's needs and sharing information with
parents without delay
03/09/2026
About this inspection
The inspector spoke with children, parents, carers, leaders, staff and the special educational
needs coordinator during the inspection.
The inspection started on 7 July 2026. An inspector called the provider on 26 and 27 August
2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring,
pausing and gathering additional evidence policy.
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

Inspector:
Hayley Lapworth
About this setting
Unique reference number (URN): 2824770
Address:
89 Holyhead Road
Birmingham
B21 0HH
Type: Childcare on non-domestic premises
Registration date: 24/02/2025
Registered person: Little Peaches Nursery Ltd
Register(s): EYR
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 7 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
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.

65
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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