Unicorn Day Nursery

Unicorn Day Nursery
Unique reference number (URN): EY386701
Address: Shelsey Avenue, Oldbury, B69 1BP
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/05/2009
Registers: EYR, CCR, VCR
Registered person: Sandwell Supply Nursery Services Limited
Inspection report: 6 May 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
Overall, children acquire the knowledge and skills they need at different ages and stages of
their development, preparing them well for future learning. Children with special educational
needs and/or disabilities achieve well because of early identification and swift intervention
that promotes their learning and development.
Children enjoy their learning and develop inquisitiveness and curiosity about the world
around them, for example when hunting for bugs in the outdoor garden. They benefit from
practical experiences that enrich their learning, for instance through visits to local farms and
zoos.
Children use their developing language and communication skills to express themselves
and talk about their thoughts. For example, older children talk about how eating carrots and
swede will help them to grow big and strong. Babies babble and learn first words as they
point to the pages in books that staff read to them. Children who speak English as an
additional language move from using single words to sharing their thoughts and ideas
confidently in short sentences.
Children develop important independence and social skills through the setting's routines. For
example, they are learning how to follow the 'golden rules', such as helping to take care of
their environment by tidying away toys.
Children develop an understanding of mathematical concepts and counting skills. For
example, they sort objects by colour and learn early counting when singing nursery rhymes.
These skills help children to become ready for their move to school.
Behaviour, attitudes and establishing routines Expected standard
Children generally behave well and demonstrate positive attitudes towards learning.
Children respectfully follow the setting's 'golden rules' and routines and the instructions
given to them by staff. Staff typically establish support for children's behaviour. For example,
they remind children to use 'kind hands' and share toys when playing with their friends.
Staff are positive role models for behaviour, interacting with children respectfully and
modelling polite behaviour. Staff recognise when children with special educational needs
and/or disabilities need help to follow routines. For example, they share information and give
timely reminders to children when activities are coming to an end to help them understand
what will happen next. This builds a sense of security and inclusion.
Typically, children demonstrate enjoyment and engagement in learning. For example, when
drawing and colouring pictures of their friends and family, children show perseverance to
complete the task. Staff recognise and praise this achievement, building confidence and
self-esteem in children.

Children learn to take turns, listen to others and share resources with their friends. Staff talk
to children about making the right choices that help to keep them safe while playing. For
example, children respond by patiently waiting until the climbing wall is clear and ready for
them to have a turn. This promotes positive behaviour and children's safety.
Leaders and staff support parents to understand the importance of children attending the
setting, regularly and on time. Leaders follow up on any unexplained absences promptly to
ensure that children are safe. This helps to establish positive routines that promote
children's attendance and the progress they make.
Curriculum and teaching Expected standard
Leaders and staff work collectively to monitor the progress all children make. They check
what children know, understand and can do, ensuring that each child makes progress from
their individual starting points. Despite the lack of a clear key-person system, staff sequence
learning opportunities to reflect the individual needs of children. Staff understand what
children need to achieve at different ages and stages of their development. They interact
with children as they play alongside them, supporting and consolidating their learning,
helping them to make progress. Staff make timely adaptations to activities and learning
opportunities to support accessibility for children with special educational needs and/or
disabilities. This encourages their participation in learning, promoting their progress.
Children's communication and language development is generally prioritised by leaders. For
example, staff share songs and stories with children throughout their daily routines. They
introduce new words during play, such as 'tall' and 'tumble' as towers of bricks children build
fall. This typically promotes children's language skills well.
Staff generally introduce the curriculum for mathematics through play opportunities, both
indoors and outdoors. For example, children sing nursery rhymes, fill and empty containers
with sand and draw and name simple shapes. These experiences help children begin to
recognise mathematical concepts and practise their counting skills.
Inclusion Expected standard
Leaders endeavour to plan and implement a curriculum that is inclusive and accessible to
every child. Support for children with special educational needs and/or disabilities (SEND) is
effective. Leaders and staff use ongoing assessment and observations of children's play to
swiftly identify children who may face barriers to their learning. Leaders work in partnership
with other professionals to gain additional support when needed, promoting the learning and
development of children with SEND.
Leaders and staff adapt activities and provide focused support to meet the individual needs
of children with SEND. Staff have attended relevant training with other professionals to
support and promote children's language and communication skills. For example, staff use
visual timetables and picture cues to support children who need extra help to understand
and follow nursery routines. This also helps children learning English as an additional
language to understand and feel included, reducing the barriers they face to learning.

Needs attention
Leaders have used additional funding creatively to support and broaden the learning
experiences of disadvantaged children. Staff understand that some children learn better
outside, and a climbing wall and frame were added to the garden area. This promotes
outdoor play opportunities and the physical development of children who may have less time
to do this away from the setting. A sensory room supports children who face emotional
barriers to their learning. Staff recognise when children may need quiet time to talk or help
regulate their emotions. This promotes positive outcomes for children's behaviour and
wellbeing.
Children's welfare and wellbeing Needs attention
Children's welfare and safety are not consistently prioritised by leaders and staff as children
are not always supervised safely. For example, children make independent choices about
their play, moving freely from outside to inside play, entering rooms that are unsupervised by
adults. Therefore, children are out of sight and hearing of staff, and this does not promote
their wellbeing and safety effectively.
The key-person system is not implemented effectively to support children within the setting.
For example, some staff are unaware of who their key children are. This does not ensure
that every child's care is tailored to meet their individual needs or that positive relationships
are built with children and parents and/or carers.
Generally, routines and care practice are implemented across the nursery effectively.
Children learn good personal hygiene, such as washing their hands before eating and
disposing of tissues hygienically after wiping their own noses. Staff consider the individual
needs of children with special educational needs and/or disabilities. For example, they
recognise when children would benefit from quiet time, in a dedicated sensory area, away
from noise and activity.
Leaders recognise that local data reflects a high rate of obesity and oral tooth decay in the
area. They promote and share information about healthy eating and good oral hygiene with
parents. Leaders provide children with healthy meals and snacks and promote physical
exercise, such as yoga, dough disco and outdoor play. This promotes children's good health
and wellbeing.
Leadership and governance Needs attention
Leaders do not always consider the safe supervision of the children in their care. For
example, they do not consistently deploy staff to ensure that children are always in sight and
hearing. This is a breach of early years requirements and does not support children's safety
and wellbeing effectively.
Leaders recognise the importance of information-sharing with parents about how to further
support children's learning at home. They share information about good oral health, healthy
diets and the importance of good attendance to promote positive outcomes for children.

However, leaders do not ensure a key-person system is implemented effectively to support
this. Some staff lack knowledge about the individual needs of their key children. Some
parents feel uninformed about their children's key person. This does not promote positive
relationships with parents or children, help to meet their individual needs or promote their
learning, safety and wellbeing.
Leaders understand the setting's strengths and priorities for improvement. For example,
they implement training for staff to personalise teaching and learning for children with
special educational needs and/or disabilities (SEND). This improves staff knowledge and
skills and promotes progress for children with SEND.
Leaders implement supervision sessions for staff, who report that their wellbeing and
workload are considered. Leaders spend time coaching and modelling practice, for newer or
less-experienced staff in rooms, to develop their knowledge and skills. Staff regularly
undertake professional development to develop their practice further, improving outcomes
for children.
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 arrive happily at the setting and are welcomed by friendly and caring staff.
However, children's safety is not always prioritised by leaders in the setting. Children
sometimes have access to rooms that are unsupervised by staff. This does not always
ensure their safety and wellbeing as they play out of sight and hearing of staff. In addition,
the key-person system does not consistently promote working in partnership with parents to
support children's ongoing learning and development. Staff do not always develop a
thorough knowledge of children or share next steps in learning with parents and/or carers
consistently. That said, children make effective progress from their starting points and enjoy
their time in the setting.
Children develop a love of books. They enjoy listening to the animated stories read to them
by staff. Children use their imaginations and the toys made available to them, role playing
the events of familiar stories. For example, older children go on bear hunts in the outdoors,
and younger children enjoy drinking tea with tigers. This promotes children's language and
communication skills well.
Babies develop physical skills and confidence as they climb and manoeuvre their way up
and down low-level ramps and slides. They approach staff for reassuring hugs,
demonstrating that they feel safe in their care. Children greatly enjoy the many opportunities
they have to play outside in the fresh air. They enjoy riding bicycles, navigating their way
safely around obstacles. Children laugh and giggle as they excitedly roll hoops to their
friends and throw and catch balls. Children play cooperatively with their friends, showing
care for their baby dolls and taking turns to ride on bikes. As children play, sharing toys and
taking turns, they are praised by staff, building their self-esteem and confidence.
Children learn independence skills. At lunchtime, older children serve themselves potatoes
and other vegetables from serving bowls and pour their drinks from jugs into open cups.
Children make choices about the healthy fruits they enjoy at snack time. They demonstrate

Inspector:
Sue Bradford
About this setting
Unique reference number (URN): EY386701
Address:
Shelsey Avenue
care and kindness towards each other as they help their friends to clear away cups and
plates after eating. This prepares children well for the next stage of their education.
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
deploy staff effectively across the setting, to ensure the
safe supervision of children at all times
27/05/2026
ensure an effective key-person system is in place that
builds positive relationships with parents and children,
helping to meet children's individual needs.
27/05/2026
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, 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.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.

Oldbury
B69 1BP
Type: Childcare on non-domestic premises
Registration date: 20/05/2009
Registered person: Sandwell Supply Nursery Services Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 -
18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 -
08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00
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 6 May 2026
Children numbers
Age range of children at the time of inspection
1 to 8
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.
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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