Brambles of Yorkswood (Nursery and Out of School Club)

Brambles of Yorkswood (Nursery and Out ofSchool Club)
Unique reference number (URN): 2784802
Address: Yorkswood Primary School, Kingshurst Way, Birmingham, B37 6DF
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/05/2024
Registers: EYR, CCR, VCR
Registered person: Robin Hood Multi Academy Trust
Inspection report: 7 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Strong 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 Strong standard
All children make consistent progress from their individual starting points and are well
prepared for their next stage of learning. Babies learn to crawl and cruise around furniture.
They say early words such as 'bye-bye'. Older children show high levels of concentration as
they build towers, manipulate play dough and listen carefully to stories. They use props and
role play to enrich their play. Children confidently say they are 'superheroes' and relate this
to characters in the story. As a result, children make positive progress across all areas of
learning.
Children, including disadvantaged children, those with special educational needs and/or
disabilities and those who face other barriers to their learning and/or wellbeing, develop their
independence skills. For example, they learn to use the toilet independently, set the table for
their friends and follow instructions with confidence. Children take pride in their
responsibilities and demonstrate growing self-assurance. They learn the skills they need to
be well prepared for their next stage in education, including school.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff are highly effective role models to children. They have embedded high
expectations for all children's behaviour and routines, which they communicate with parents
from the outset. Staff consistently provide targeted support for children, including those with
special educational needs and/or disabilities, disadvantaged children, those known to social
care and children facing other barriers to their learning and/or wellbeing. For example, staff
respond sensitively to children's sensory needs through gentle tapping and rhythmic actions.
In addition, staff use a calm countdown of '3, 2, 1' to help children settle on the carpet
together, supporting smooth transitions. As a result, children follow routines, behave
consistently well and demonstrate positive attitudes across the setting.

Leaders and staff continuously review the organisation of routines to meet children's needs
and stages of development. Routines such as sleeping and feeding are embedded in
practice. This helps babies and children feel secure and settled. Staff work closely with
parents to maintain consistent care routines between home and the setting.
Leaders and staff support families to understand the importance of regular attendance. They
rigorously monitor children's attendance and punctuality. This enables them to identify
patterns, intervene swiftly and work closely with families to secure very good habits for the
future.
Children's welfare and wellbeing Strong standard
Leaders and staff prioritise children's welfare and wellbeing consistently. Children
experience a calm, nurturing and emotionally secure environment where they feel safe,
valued and confident. They build trusting and secure relationships with their key persons.
This helps children to feel safe and settled. Babies approach staff for comfort and
reassurance through cuddles. They develop secure attachments that promote babies'
wellbeing and give them confidence to explore and engage in their environment.
Staff consistently promote children's independence in their self-help skills. Babies and
children, including disadvantaged children, those with special educational needs and/or
disabilities and those who face other barriers to their learning and/or wellbeing, are
encouraged to feed themselves, use tissues to wipe their noses and wash their hands. This
helps children to develop early hygiene routines and confidence in managing their own
needs.
Staff talk with children to help them understand their emotions. They use approaches such
as wellbeing programmes and 'The Colour Monster' to build emotional awareness. In
addition, they have developed a dedicated calming space to help children regulate their
emotions. This helps children to feel settled and ready to learn. Staff promote kindness and
respect and help children to recognise their trusted adults. Children learn to support their
friends. For example, when they see their friends upset, they say, 'You will be better soon.'
This builds children's self-esteem. As a result, children demonstrate self-regulation,
supported by skilled staff who use consistent routines that motivate children to develop long-
lasting, healthy habits.
Curriculum and teaching Strong standard
Leaders place a high priority on communication and language. This is embedded through
their well-sequenced, high-quality curriculum for all children. Leaders and staff are highly
responsive to children's individual needs and know them extremely well. They gather
detailed information from parents to shape learning and build securely on what children
already know and can do. This consistently supports children to learn and remember more.
Staff consistently provide high-quality daily interactions. They use rich vocabulary, such as
'frogspawn' and 'tadpole', alongside visual prompts to support all children's understanding.
Staff ask open-ended questions to extend children's thinking, such as, 'What has happened
to the balloon?' Babies explore interactive books and delight in saying 'uh-oh' as they press
buttons and discover cause and effect. Staff sing 'The Wheels on the Bus', adapting to

babies' interest as they join in with smiles and 'swish, swish, swish' actions. This promotes
children's communication and language development.
Through play and learning, staff skilfully weave in mathematical language and number. For
example, younger children learn to compare 'big' and 'small' sandcastles. They count the
scoops of sand into their buckets, saying, '1, 2, 3'. Older children learn to set the table for
their friends at mealtimes. They count enough plates, knives and forks. When they
recognise that they do not have enough, they say, 'I need one more plate.' As a result,
children increase their mathematical skills.
Inclusion Strong standard
Leaders have embedded a highly inclusive culture. They are highly responsive to each
child's individual needs and family circumstances. Staff value children and take time to
understand each family's background. They create clear, targeted action plans that identify
priorities. This helps to secure timely interventions and shape support plans that meet all
children's needs.
Staff consistently provide sensitive, targeted support for children, including those with
special educational needs and/or disabilities, disadvantaged children, those known to social
care and children facing other barriers to their learning and/or wellbeing. They respond to
children's sensory needs, for example, using gentle tapping and rhythmic actions to help
them regulate their emotions and remain calm. Leaders and staff work closely with the on-
site school staff, medical professionals and external agencies to swiftly signpost families to
the right support. Wider opportunities, such as wellbeing programmes, further strengthen
children's social and emotional development. This consistent, responsive approach reduces
barriers early and ensures children feel safe, understood and ready to learn.
Early years pupil premium funding is used thoughtfully. Leaders and staff securely
understand the high levels of deprivation within the community they serve and match
resources closely to children's experiences and individual needs. For example, they have
purchased bike helmets to promote safe physical play and enhanced the outdoor curriculum
to encourage exploration and curiosity. As a result, all children benefit from rich learning
experiences, and gaps in learning and development close quickly.
Leadership and governance Strong standard
The leadership and governance of this setting are of consistently high quality. They are
highly strategic and place children and families at the heart of all decision-making. Those
responsible for governance have an excellent oversight of the setting. Leaders use detailed
evaluations to identify strengths and areas for development. They rigorously review teaching
and learning to ensure children receive the best education possible. Leaders continually
strive to provide tailored support for families, ensuring they access the right support at the
right time. Parental engagement is embedded in everyday practice. There are superb
partnerships with parents, the on-site school and external agencies, which promote
involvement in children's learning from the very start. Parents say staff and leaders provide
swift and effective support for their children. They say their children are happy, describing
the setting as being 'part of the family'. This collaborative approach ensures families feel
valued and listened to.

Staff wellbeing is a very high priority. Leaders provide targeted support and high-quality
opportunities to enhance staff expertise. This enables staff to feel confident, valued and able
to carry out their roles effectively. For example, some staff have completed training focused
on supporting children's wellbeing and care. This has supported their understanding of how
to help children increasingly recognise and manage their feelings. Leaders' proactive and
consistent approach helps to enhance staff skills and professional practice, which has a
positive impact on the quality of children's learning and experiences.
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 flourish and thrive in this warm and inspiring setting. They are very happy, settled
and content in the care of the excellent staff team. Children build trusting, secure bonds with
their key persons, including with leaders. They confidently seek comfort as they approach
staff for cuddles. This helps to build children's emotional security and promotes their
wellbeing.
Babies and all children engage deeply in their learning. Babies practise their physical skills.
For example, they crawl and cruise around furniture, pull themselves to standing and begin
to take their first steps with encouragement. This helps babies to develop confidence in
walking and build strength and coordination. Toddlers enjoy manipulating play dough. They
roll and squeeze the dough and learn words such as 'sprinkle'. Toddlers create cakes and
say they are 'for my mummy's birthday'. Older children, including those with special
educational needs and/or disabilities, those known to social care and disadvantaged
children, develop confidence in their communication and language skills. They learn new
words such as 'frogspawn' and 'tadpoles'. As a result, children develop the confidence,
language and physical skills they need to access new learning.
Children are kind and very caring towards each other. They have built superb friendships
with one another. Children share and take turns and say 'my turn' to politely remind their
friends when it is their turn next. This helps children to develop positive social skills and
understand the importance of sharing. Leaders and staff support families to understand the
importance of regular attendance. They consistently monitor children's attendance and
punctuality. This enables them to identify patterns, intervene swiftly and work closely with
families to secure very good habits for future learning and success.
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on the outcomes and experiences of disadvantaged children,
those with special educational needs and/or disabilities, those who are known or
previously known to children's social care, and those who may face other barriers to their
learning and/or wellbeing.
About this inspection
The inspector spoke with the leaders, those responsible for governance, 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

Inspector:
Reena Rai-Aheer
About this setting
Unique reference number (URN): 2784802
Address:
Yorkswood Primary School
Kingshurst Way
Birmingham
B37 6DF
Type: Childcare on non-domestic premises
Registration date: 01/05/2024
Registered person: Robin Hood Multi Academy Trust
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Solihull
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 7 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
75
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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