The Cradle Nursery

The Cradle Nursery
Unique reference number (URN): 2784638
Address: 169 - 171 Somerset Road, Handsworth, Birmingham, B20 2JF
Type: Childcare on non-domestic premises
Registered with Ofsted: 29/04/2024
Registers: EYR, CCR, VCR
Registered person: Ranmak Ltd
Inspection report: 1 April 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 access a range of experiences that cover all 7 areas of learning. They are
confident to make independent choices, such as voting for their favourite stories to be read.
Children are confident communicators. For example, children who initially use single words
at the setting begin to develop wider vocabulary as they hear new language. They engage in
singing and story time sessions.
Children join in and listen to instructions well. They are familiar with all parts of the routine.
For example, at tidy-up time children help to place all of the play dough cutters in the correct
box. Children build their confidence and independence as they engage with a variety of
learning experiences. They maintain their focus and attention for prolonged periods. For
example, children repeatedly fill and empty buckets in the sand tray using different tools.
Children with special educational needs and/or disabilities and those who face barriers to
learning make progress from their starting points. Children gain the skills they need for the
next stage of their education.
Behaviour, attitudes and establishing routines Expected standard
Staff interact with children in a warm and reassuring manner. These positive interactions
help children feel safe and build confidence. Staff provide lots of time and support for
children to complete simple tasks, such as washing and drying their hands. Staff have
designed a clear, consistent routine that allows children to anticipate what comes next. For
example, children enthusiastically help to tidy up as they listen to a tidy-up song. Staff praise
children as they are given the responsibility to carry out small tasks, which encourages their
independence.
Children typically behave well and stay focused on activities for sustained periods. Children
invite staff to join in with their play. Staff calmly and sensitively set children clear age-
appropriate rules and boundaries, such as using 'kind hands'. This enables children to
understand what is expected of them and supports respectful behaviour.
Leaders identify when changes to routines are needed, especially to support children with
special educational needs and/or disabilities, to support each child's individual needs. For
example, leaders provide more focused support activities to promote children's social and
communication and language skills.
Leaders support children to attend the setting regularly. They keep records of the reasons
for children's absences. Leaders talk to parents and carers about the benefits of attending
the setting regularly.

Curriculum and teaching Expected standard
Leaders design a sequenced curriculum that prioritises children's communication, language
and social skills. Leaders understand what children need to learn to be prepared for school.
Staff work collaboratively with parents to identify children's starting points. They continuously
assess children's progress to determine if any additional support is required. Staff know
children well. Staff model and extend vocabulary, including words such as 'squeeze' 'squash'
'pull' and 'roll' as children explore play dough. Staff adapt teaching to support children with
special educational needs and/or disabilities. For example, they use simple signs and
gestures to develop communication and social skills.
Leaders and staff incorporate mathematical language into everyday interactions, which
enables children to be introduced to mathematical concepts from the earliest stage. For
example, staff encourage children to count slices of fruit as they prepare this to eat. Children
join in enthusiastically with singing and rhyme sessions. They ask for their favourite songs.
Staff understand the importance of supporting children's personal, social and emotional
development. They interact with children in a warm and gentle way as children regularly
check in with their key person for reassurance and support.
Staff provide opportunities for children to explore large play equipment, which promotes their
physical development. However, on occasion, staff do not consider how they could further
develop children's fine motor skills. For example, children sit down while accessing the sand
tray, which restricts their movement.
Inclusion Expected standard
Leaders have established effective systems to identify children's emerging needs at an early
stage. They hold regular, purposeful discussions with staff members to review children's
progress and identify next steps, particularly for children with special educational needs
and/or disabilities (SEND). This ensures leaders and staff have an in-depth understanding of
children's progress and can respond by embedding strategies within their everyday practice.
For example, staff implement simple turn-taking games such as rolling a ball back and forth
to support children's social skills.
Leaders continue to develop their understanding of SEND and share updated information
through regular team meetings. They work collaboratively with external professionals and
secure additional funding where required to ensure children receive timely support. Leaders
implement a communication and language intervention tool to assess where children may
require further support.
Leaders have been proactive to ensure all children who are eligible receive their entitlement
to early years pupil premium funding. They have provided families with advice and support
to consider if they are eligible. Leaders recognise there is further scope to strengthen how
this funding is used to maximise outcomes for children.

Needs attention
Children's welfare and wellbeing Needs attention
Risk assessment processes are not robust enough and lack detail. Leaders and staff can
identify potential hazards for children and staff. However, they do not take sufficient action to
reduce risks. For example, plastic aprons and soiled toilet brushes are stored at children's
level in the bathroom. Their accessibility increases the risk of children becoming unwell.
Staff discuss what should be included as part of the garden risk assessment, but leaders do
not ensure this is completed. For example, an outdoor maintenance cupboard is left
unlocked with the locking mechanism at child's height. This increases the risks children are
exposed to.
Hygiene practices at mealtimes are not yet well embedded. For instance, a heavily stained
cloth is repeatedly used to clean tables between meals and is not stored appropriately. This
practice does not support good infection control. Children's oral health is also impacted.
Toothbrushes and toothpaste are stored in a way that increases the risk of cross-
contamination.
Leaders plan to introduce a healthy lifestyle programme, which aims to promote a positive
sense of wellbeing for children. Children are provided with regular opportunities to develop
their independence. At mealtimes, staff interact with children to promote their
communication and social skills.
Leadership and governance Needs attention
Overall, leaders take an evaluative approach by celebrating the setting's strengths and
identifying some areas for improvement. However, leaders do not take reasonable steps to
identify hazards in the environment and take action to minimise risks to children's health,
safety and welfare.
Leaders do not embed consistent hygiene practices for children. They allow mealtimes to
operate with low hygiene standards and do not take prompt action to address the
cleanliness and condition of the kitchen facilities, despite concerns being raised by
environmental health professionals.
Leaders support staff to make progress in their professional development. They provide
opportunities for staff to work towards additional qualifications and access mandatory
training. Staff said that leaders offer support, which contributes positively to their overall
wellbeing. Leaders hold monthly supervision meetings, which enables staff to identify
training needs and consider ways to develop their practice. Leaders interact with staff in a
calm, respectful and considered way, with staff's wellbeing always prioritised. This supports
both leaders and staff to act as positive role models for children. Leaders also coach and
mentor one another to strengthen their leadership skills.

Leaders prioritise obtaining timely support for children with special educational needs and/or
disabilities. Leaders work collaboratively with other professionals to secure targeted support
that meets children's individual needs.
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
Effective health and hygiene practices are not yet embedded. Staff store toothbrushes and
toothpaste in a way that increases the risk of cross-contamination, which impacts children's

oral health. In addition, staff do not consistently follow infection control procedures when
sanitising tables at mealtimes. While staff supervise children effectively, leaders and staff do
not take sufficient action to reduce risks, as the risk assessment process is not robust
enough.
Children confidently explore all areas of their environment. They independently make their
choices and maintain focus on activities for prolonged periods. Staff interact with children in
a warm, caring manner, which supports children to build positive relationships and secure
attachments. Staff actively support children's communication and language as they aim to
expand their vocabulary by introducing a variety of words. They plan a range of simple
activities primarily focused on developing children's communication and language. Staff
narrate children's play consistently.
Children learn simple mathematical concepts from the earliest age as staff use mathematical
language in everyday interactions with children. Staff encourage children to develop
independence and confidence by giving them small responsibilities. For example, children
eagerly stack building blocks during tidy-up time. Children develop some awareness of
health and hygiene as staff support them to wash their hands independently.
Staff know children well. They regularly refer to children's starting points and ongoing
assessments. Leaders consider what further support could be provided for children with
special educational needs and/or disabilities (SEND). For example, leaders plan small,
focused activities and next steps that support social and language development for children
with SEND. Leaders work collaboratively with other professionals and parents to ensure
children receive timely support. Children anticipate what comes next because staff
implement well-embedded routines. Children regularly check in with their key person for
support, who stays close by for support. Leaders prioritise children's attendance and work
with parents to understand how children's attendance at the setting can be maximised.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
ensure risk assessment arrangements are effective to
make sure that risks to children's safety are identified
and actions are taken to remove or minimise these, in
particular in the garden and bathroom areas
08/05/2026
ensure equipment, resources and cleaning practices
are carried out in the most safe, clean and hygienic way
to promote the welfare and wellbeing of children
08/05/2026

Inspector:
Joe Groom
About this setting
Unique reference number (URN): 2784638
Address:
169 - 171 Somerset Road
Handsworth, Birmingham
B20 2JF
Type: Childcare on non-domestic premises
Registration date: 29/04/2024
Registered person: Ranmak Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Birmingham
Action Completion Date
train leaders and staff to fulfil their role and
responsibilities, with particular regard to risk
assessments and hygiene procedures
08/05/2026
About this inspection
The inspector spoke with the area manager, the manager and practitioners 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.
A quality assurance visit by an additional inspector was carried out at this inspection.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 1 April 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
72
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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