Precious Little Ones daycare nursery and Forest School

Precious Little Ones daycare nursery and ForestSchool
Unique reference number (URN): 2655729
Address: The Clinnic, Short Street, Brownhills, WS8 6AD
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/10/2021
Registers: EYR
Registered person: Precious Little Ones Daycare Nursery Ltd
Inspection report: 25 September 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
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.
Achievement Expected standard
Children typically make progress in their learning from their starting points. They are
generally ready for the next stage in their learning, including their eventual move to school.
Children learn new skills, such as how to play socially with their peers. They practise how to
share resources and play cooperatively with one another. Children start to understand the
importance of eating healthily and why they should wash their hands before eating. They
start to learn about their similarities and differences.
Children learn about the world around them. For instance, through gardening and forest
school experiences, they learn about nature and what plants and seeds need to grow.
Children develop their mathematical understanding, as they practice counting in sequence,
learn about 'big', 'small', 'above' and 'underneath'. They are generally confident
communicators. Younger babies and children use gestures and sounds to make their wishes
known. Older children learn how to speak using words and sentences. Children with special
educational needs and/or disabilities typically make progress in their learning from their
starting points. At times, during free play, some children do not fully extend their knowledge
and skills as they play.
Behaviour, attitudes and establishing routines Expected standard
Staff are positive role models. They praise children for their effort and what they do well.
This works well and supports children's self-esteem. For instance, younger children smile
with pride as they learn how to pull themselves up and take steps. Staff talk to children in a
positive and professional manner, occasionally reminding them of the rules. However, they
do not consistently support children to fully understand the boundaries for their behaviour.
Consequently, some unwanted behaviours can be repeated and children do not consistently
learn how to play safely. For instance, when they play on the swings or when accessing
some learning experiences.

Staff support children to share with one another. Children sustain their engagement and
show an eagerness to join in. They start to develop their independence and confidence in
their environment, choosing what they would like to play with. Staff notice when children
require more support to join in, and provide them with the reassurance needed. They
surround children with lots of care and love. This helps children to feel secure and happy.
Staff adapt the routine as required to help them better meet children's individual needs. For
example, when children become tired.
Leaders carefully monitor children's attendance. They work well with parents to help identify
any reasons for absences and to determine where further support may be required. Leaders
signpost to other agencies and professionals in the local area if needed, to help remove any
barriers which may affect children's attendance.
Children's welfare and wellbeing Expected standard
Leaders acknowledge the need to continuously ensure the risk assessment for learning
experiences is consistently implemented by all staff, and have already started to take this
action. This is having a positive impact on children's welfare. Staff are reflective and learn
how they can make changes to activities to help prevent accidents from recurring. They
follow the setting's procedures for recording and reporting accidents to parents. Staff do not
consistently support children to learn the boundaries for their behaviour. As a result, they
can start to play unsafely.
Leaders take steps to ensure the correct staff-to-child ratio is met. All children, including
those who are new to the setting, form secure and warm relationships with the staff who
care for them. They are confident to seek staff out. Staff notice when children are becoming
tired. They place them to sleep with high levels of care and love. There are suitable facilities
available for children to sleep on. Staff carefully monitor children as they sleep. Children
have access to a range of balanced and healthy cooked meals, which they enjoy. Children
learn to feed themselves, and staff deploy themselves well as children eat, to ensure they
remain in sight and hearing. Children have lots of opportunities to play outside and to
become physically active. For instance, children move themselves on bikes, climb up
appropriate play equipment and laugh as they play 'chase' outside.
Curriculum and teaching Expected standard
Leaders and staff take positive steps to ensure all children are able to access the learning
environment and experiences. They use their knowledge of child development to create a
sequenced curriculum, which covers all areas of learning. Staff generally have an
understanding of the aims of the curriculum for the age of children they work with. Leaders
have an understanding of where staff's teaching practice could be improved. During focused
activities, staff think carefully about what they want children to learn. For instance, older
children learn how magnets work and make things stick together. Babies receive lots of
reassurance from staff as they explore sensory items, such as flour, mud, water and grass,
with their hands and feet. Staff surround them with language, as they describe the textures
as 'cold', 'wet', 'spiky', 'smooth'. Younger children develop their resilience as they attempt to
stick blocks together. Staff support them to count and teach them language, such as 'on top'
and 'next to', as they build.

Children of all ages get lots of opportunities to listen to stories. At times, during free play,
some staff lack the knowledge of how they can further extend children's thinking as they
play. Consequently, all children do not have the same opportunities to consistently build on
their knowledge and skills as they play.
Inclusion Expected standard
Leaders have a clear understanding of children's individual needs. They work closely with
parents to identify children's emerging needs, gaps and/or barriers in children's learning.
Staff complete their own assessments of children's development, and monitor the progress
children are making. Staff seek support internally from leaders to help them identify next
steps for children to achieve.
When significant concerns are raised about children's development, leaders make timely
referrals to other professionals. For instance, when staff identify delays in children's speech
development. This ensures children receive the specialist support they require from external
professionals. Staff follow and implement support plans and review these with parents and
other professionals. When staff identify early gaps in children's learning, they set appropriate
next steps and make changes to the environment to help ensure children are able to
address them. For example, providing space and equipment for children to build on their
physical skills, such as walking and pulling themselves up. Leaders do not consistently seek
advice or strategies from other professionals when these early concerns are raised. This
does not ensure that all children receive the early help they require.
Leaders monitor the use of any additional funding received, considering how it can be used
to have the best impact on children. For instance, on staff training, purchasing equipment
and/or resources, and providing new experiences for children. Leaders work well with carers
and other professionals, to support children who are known, or previously known, to
children's social care. They attend meetings and regularly gather and share key information
about children. This helps to ensure these children continue to receive the support and care
they require to thrive.
Leadership and governance Expected standard
Leaders are reflective and passionate. They take all complaints seriously. Leaders use their
own observations, and the feedback from others, to help identify areas where the nursery is
performing well and areas where improvements can be made. They are keen to continue to
improve the overall quality of the setting over time. Leaders acknowledge that they need to
further enhance some staff's teaching, to ensure all children are supported to make the best
possible progress they can. Leaders also identify that they want to further enhance staff's
organisation in the room.
Leaders regularly observe staff's teaching practice. They provide staff with feedback about
their performance and coach them in the moment. Supervisions are used to help identify
further training opportunities for staff, with an aim to further develop their knowledge and
skills. Staff speak positively about the support they receive from leaders. They value how
leaders support their own wellbeing and workload.

Leaders work well with parents to share and gather information about the children. Parents
praise leaders and staff for how their children are settled and developing. Leaders ensure
that parents are kept informed about their child's progress. They provide parents with
resources, activities and information about how they can continue their child's learning at
home. Leaders are keen to continue developing their partnership with parents. For instance,
to strengthen their knowledge about other agencies and/or professionals available in the
local area, where families can be signposted to, if they require further help.
What it's like to be a child at this setting
Children walk into the setting with smiles on their faces as they see their key person. They
leave their parents happily and reach out their hands for staff to take them. All children,
including those who have recently started at the setting, form warm and secure attachments
with the staff who care for them. They seek staff out for cuddles, affection and reassurance
throughout the day. Staff respond very sensitively to children during this time. Consequently,
children are happy and safe. The routine is adapted to suit the needs of babies and younger
children. For instance, staff swiftly recognise and respond to children when they show signs
of hunger, tiredness or require changing. As a result, during these times children receive the
individualised care they require.
The curriculum is varied. Children thoroughly enjoy playing outside. They generally sustain
their engagement well. Children have a wealth of opportunities to develop their physical and
social skills. For instance, older children practise kicking and throwing balls outside with their
peers. Staff support them to take turns and share. Babies have lots of space to practise
walking, as they learn how to pull themselves up and to take steps using equipment, or staff
member's hands, as a guide. Children eagerly engage in sensory experiences, such as
sand, water and mud play. They practise scooping, emptying and filling. Staff support
children to develop their mathematical knowledge. For example, staff introduce language,
such as 'big', 'heavy', 'small', 'full' and 'empty'. Children typically make progress in their
learning, from their starting points.
Any gaps in children's learning and/or development are identified by staff. Typically, staff
work well with parents and carers, and other professionals, to support children known to, or
previously known to, children's social care as well as disadvantaged children. For instance,
referrals are made to help children receive the specialist help they require. Leaders attend
any meetings to ensure they are kept informed of any updates in children's lives.

Inspector:
Louise Chinyuku
About this setting
Unique reference number (URN): 2655729
Address:
The Clinnic
Short Street
Brownhills
WS8 6AD
Type: Childcare on non-domestic premises
Registration date: 11/10/2021
Registered person: Precious Little Ones Daycare Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Next steps
Leaders should further support staff to help them consistently extend and build on
children's learning as they play.
Leaders should consistently seek advice and/or guidance from other professionals in
order to ensure children receive the early help they require.
Leaders should support children to understand the boundaries for their behaviour and
how they can play safely.
About this inspection
The inspector spoke with leaders, the special educational needs coordinator, staff, parents
and children 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: Walsall
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 25 September 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
74
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.

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