Little Nooriyah LTD

Little Nooriyah LTD
Unique reference number (URN): 2795748
Address: St Michael Church Hall, Chamberlain Walk, Smethwick, West Midlands, B66 3BD
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/08/2024
Registers: EYR, CCR, VCR
Registered person: Little Nooriyah LTD
Inspection report: 29 September 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
All children, including those with special educational needs and/or disabilities or those facing
additional barriers to learning, typically achieve well. Children learn new skills and are
provided with experiences that help them to build on what they already know and can do.
Children benefit from a focus on mathematical language that is woven into everyday
interactions. For example, staff use time in minutes to compare how much longer they have
before tidying up and to count together before rolling their cars down the ramp. This
supports children to begin to develop their knowledge of real-life mathematical concepts.
Children develop positive bonds with their peers and staff. For example, they play happily
together and show confidence in collaborative activities. They demonstrate enjoyment as
they play chasing games and fully participate in social play opportunities, which builds
relationships with friends. Overall, children are prepared appropriately for their next stage of
learning.
Behaviour, attitudes and establishing routines Expected standard
Children develop positive attitudes to their learning. They are settled and happy in the
setting. Leaders promote regular attendance from the moment that children start at the
setting. They explain to parents how attendance will be monitored. They work with families
to understand individual circumstances and provide appropriate support where needed.
Leaders share the importance of regular attendance and how nursery is something for their
child to be actively a part of and how this positively impacts their development for school.
For example, older children are prepared for school through opportunities to develop their
independence, such as collecting their water bottles and finding their own seat at the table
before mealtimes. Although there are routines in place, at times, staff do not clearly
communicate what they would like children to do at certain times of the day. This means that
children do not fully understand what is expected of them to be able to follow routines
smoothly.
Children build secure, positive relationships with staff. Staff typically demonstrate a secure
understanding of children's individual needs and are adaptable with regard to how they
present learning opportunities. However, at times, staff do not deploy themselves effectively
enough to identify where some children require adult interaction. This means that some
children become unstimulated, which leads to restlessness.
Children's welfare and wellbeing Expected standard
Children enjoy a safe, secure and welcoming environment. Leaders and staff provide well-
balanced, nutritious meals for children. They work collaboratively with parents to consider
children's preferences to effectively plan to ensure variety of choice and meals are health
focused. Mealtimes are typically used well to converse with children as they eat. Staff talk
with children about their interests, which supports children's social skills and social
awareness. Leaders also plan healthy eating themes and healthy eating workshops with
parents. Staff promote healthy habits as they embed hygiene practices into daily routines.

For example, children wash their hands before eating and use tissues to blow their noses.
Healthy habits are further promoted by staff as they provide lots of outdoor learning
experiences. Children enjoy the fresh air and spend time in the outdoor learning
environment. For example, children learn about the world around them as they identify and
name farm animals. They develop their sensory experiences as they enjoy scooping and
pouring sand from their spade into their buckets. Staff closely supervise children to ensure
they remain safe during play, mealtimes and sleep. Leaders regularly review and share key
policies with parents to ensure that children are kept safe throughout the setting.
Curriculum and teaching Expected standard
The design of the curriculum supports the learning and development of all children, including
those with special educational needs and/or disabilities or those facing additional barriers to
learning. Staff generally implement the curriculum well through positive interactions.
However, staff do not consistently provide high-quality interactions with children. This means
that sometimes, learning is not extended and children lack the support required to deepen
their understanding and knowledge.
Staff regularly review and assess children's development through observations and
assessments. From this, appropriate, purposeful next steps are set, which means that
children learn the skills they need for their individual age and stage of their development.
Children benefit from a focus on physical development. Babies develop their leg strength,
balance and coordination as they are supported to walk. Younger children develop the
strength in their arms as they pull themselves up the steps before going down the slide.
Older children benefit from practising hand and finger control as they push, squeeze and
pinch play dough. Staff use themes, together with their knowledge of children's interests, to
design an inclusive curriculum that enables children to typically access the 7 areas of
learning. Where children require more targeted support, leaders identify this through
observation and put individualised plans in place, which staff review regularly.
Inclusion Expected standard
Support for children with special educational needs and/or disabilities (SEND) and those
with additional barriers to learning is effective. Leaders ensure that effective systems are in
place, which identify, assess and support children's individual needs through a systematic
approach. Leaders' use of targeted support includes the implementation of tailored SEND
support plans, which are regularly reviewed. This means that children with SEND or those
with additional barriers to learning make steady progress. Leaders ensure that all staff are
well informed of the most effective strategies to support children with SEND through
continuous training and promoting consistency within their practice across all staff. This
means that children receive the same support throughout the setting, which helps them to
feel secure, understood and included. This consistent approach also ensures that staff can
meet the needs of all children, promote progress and provide appropriate adaptations.
Leaders use funding appropriately and purposefully to provide suitable resources or
additional adult support that positively impacts children with SEND within the setting. This
enables children to access learning and participate fully in the activities provided. Leaders
work collaboratively with parents to develop positive partnerships, ensuring they are fully

involved in the support that is provided to their children. Leaders and staff work
collaboratively with external agencies and are open to their support and advice. This means
that children benefit from the support that is put in place through a combined approach,
ensuring their individual needs are identified and responded to effectively.
Leadership and governance Expected standard
Leadership and governance are effective, with plans to improve the provision and outcomes
for children. Leaders have a clear vision of the setting's strengths and have purposeful
action plans in place to ensure continual growth and improvement. Leaders promote
effective parent partnerships, and this is a strength of the setting. They have worked hard to
build positive relationships with parents and carers and actively involve them in the care that
is provided for their children. Parents say they are extremely happy with the care that the
setting provides and notice positive changes in their child's development. Parents of children
with special educational needs and/or disabilities highly praise the setting's inclusive
approach, particularly the emphasis placed on involving them in decisions about their child's
care and learning. They appreciate the opportunities provided to work closely with staff to
identify and access appropriate provision. This ensures their child's individual needs are
effectively met. Leaders work collaboratively with external professionals, such as their early
years advisor. This enables them to follow suitable guidance and advice to ensure they
provide quality provision for all children.
Leaders use funding appropriately and plan ahead to spend it purposefully. For example,
funding is used to provide resources and additional staff for one-to-one support. This
ensures an inclusive environment, where all children's needs are considered. Staff benefit
from working with supportive leaders. Staff enjoy working at the setting and feel well
supported. Leaders provide staff with regular, equal opportunities for continual professional
development.
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 experience a safe, welcoming and inclusive environment where they feel secure,
valued and supported. Staff build positive relationships with children and take time to get to
know their individual interests, needs and abilities. Children are encouraged to develop
confidence, independence and positive attitudes towards learning. Children with special
educational needs and/or disabilities, or those who face additional barriers to learning,
receive appropriate support tailored to their individual needs. Staff work closely with parents,
carers and external professionals to ensure that children receive appropriate support. Where
necessary, additional resources or adult support are provided so that children can access
activities and participate fully alongside their peers.
Children experience a curriculum that builds on what they already know and can do.
Children enjoy a range of opportunities to access the 7 areas of learning, including physical
development, communication, mathematics and social development. Children enjoy learning
through play and practical experiences, such as outdoor activities, making meaningful marks
with water and paintbrushes, which develops their hand grip. Everyday experiences are
used to develop children's mathematical thinking, language and understanding. Children are
supported to develop independence and life skills in preparation for their next stage of
learning. For example, older children are encouraged to line up at the door before walking to
wash their hands. Staff promote healthy lifestyles through nutritious meals, good hygiene
routines and plenty of opportunities for outdoor physical activity. Children form secure
relationships with staff and develop positive friendships with one another. They enjoy playing
together, joining in social activities and learning how to cooperate with others. Staff talk to
children about their interests and encourage them to communicate, share and participate
confidently. Children benefit from positive relationships between the setting and their
families. Parents are kept informed about their children's development and are encouraged
to contribute to decisions about their care and learning. This helps children experience

Inspector:
Grace Kleanthous
About this setting
Unique reference number (URN): 2795748
Address:
St Michael Church Hall
Chamberlain Walk
Smethwick
West Midlands
B66 3BD
Type: Childcare on non-domestic premises
Registration date: 11/08/2024
consistency between home and the setting. Overall, children experience a setting where
they are cared for, included and enabled to make progress. They are given opportunities to
develop their skills, confidence and independence and are supported to be ready for the
next stage of their learning.
Next steps
Leaders should support staff to embed and explain daily routines to ensure that all
children understand what is expected of them.
Leaders should provide opportunities for all staff to develop consistently high-quality
interactions across the setting.
Leaders should support staff to develop awareness of all children and deploy themselves
effectively to focus on opportunities for learning.
About this inspection
The inspector spoke with leaders, staff, 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.

Registered person: Little Nooriyah LTD
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30
Local authority: Sandwell
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 29 September 2026
Children numbers
Age range of children at the time of inspection
0 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.
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