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Rosie And Jim's Nursery And Pre-School

Rosie And Jim's Nursery And Pre-School is a day nursery in Coventry for children aged 0 to 7, with 46 registered places. Ofsted report card, 24 August 2026: Strong standard in 3 areas, Expected standard in 3 areas; safeguarding standards met.

Eagle Street East, Hillfields, Coventry, CV1 4GY

Key facts

Type
Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
Ages
0 to 7 (Ofsted childcare register, as at 30 June 2026)
Registered places
46 (Ofsted childcare register, as at 30 June 2026)
Registered
23 December 2016 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

Source: Ofsted report, inspection on 24 August 2026

Who runs it

Rosie And Jim's Nursery And Pre-School is run by Rosie and Jim's Childcare Limited (Ofsted register).

Latest inspection

  • Inclusion: Strong standard
  • Curriculum and teaching: Expected standard
  • Achievement: Strong standard
  • Behaviour, attitudes and establishing routines: Strong standard
  • Children's welfare and wellbeing: Expected standard
  • Leadership and governance: Expected standard
  • Safeguarding standards met

Source: Ofsted, inspection on 24 August 2026. Contains public sector information licensed under the Open Government Licence v3.0.

What it's like to be a child at this setting

Children arrive at the setting confident and eager to explore the environment. They separate from their parents and carers with ease. Children form positive relationships and secure attachments with staff that promote a sense of belonging at the setting. Staff and parents work together to share detailed information about children's development and routines, which are used to plan a variety of interesting experiences for children to explore. Children demonstrate positive attitudes towards their learning as they engage in activities with increasing focus and attention. For example, children focus as they post balls onto ramps and watch closely as they roll down.

Children form positive relationships with each other from different age groups and are supported to develop friendships. For example, children from all age groups spend time in the outdoor area together to promote children's social development. They play group games collaboratively. For example, children play adapted 'tic tac toe' together and are encouraged to identify matching animals.

Children with special educational needs and/or disabilities (SEND), and other barriers to learning are well supported. For example, children in receipt of additional funding are supported by increased staffing support where appropriate, to ensure that all children can access the full curriculum. Children with SEND are also supported to develop their social skills and take turns. For example, staff provide a range of specific resources which interest children and encourage them to share. Children's communication is supported as staff typically introduce a wide range of vocabulary to promote language development. Where required, additional communication and language interventions are used to ensure that children make the best possible progress in this area of learning and are prepared for the next stage of their learning.

What Ofsted found in each area

Inclusion: Strong standard

Children with special educational needs and/or disabilities and those with other barriers to their learning benefit from a highly inclusive environment. For example, visual prompts and routine boards are used to support children to access all experiences and parts of the daily routine. Leaders and staff create an inclusive culture which celebrates every child's stage of development. Leaders and staff develop positive and trusting relationships with parents and carers from the outset, as staff spend time getting to know the unique needs of each child and family. For example, leaders and staff offer bespoke settling-in sessions. They take a detailed, unhurried approach to ensure that every child is fully settled. As a result, leaders and staff have an in-depth understanding of each child's individual needs and identify how they can remove barriers to their learning through reasonable adjustments or adaptations to the environment. For example, leaders and staff recognised that children needed further opportunities to promote their physical development and purchased additional climbing equipment.

Leaders and staff consistently observe and assess children's progress. They identify the root cause of any barriers to learning that children may face, and they consider when further support and input are required from external professionals and agencies. For example, staff signpost parents to external services when hearing or sight tests may be beneficial to support children's development.

Leaders support staff to ensure that the graduated approach is implemented consistently and provide individual support plans, so that children are equipped to achieve realistic goals and reach the next stage of their development. Leaders frequently review children's progress. They ensure that any additional funding, such as early years pupil premium, has a clear impact. For example, leaders use funding strategically to provide enhanced staff support where appropriate. In addition, leaders use funding to provide children with a variety of additional experiences. For example, all children access music and movement sessions.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum which prioritises children's language, social, emotional and physical development. The curriculum is well understood by all staff, who have a shared vision of how they would like to prepare children for school. Staff skilfully interact with children as they comment and narrate during children's play. For example, staff encourage children to blow their own bubbles while introducing a wide range of vocabulary to develop children's use of language. Leaders and staff adapt their teaching to support children with special educational needs and/or disabilities and other barriers to learning, such as speaking English as an additional language. For example, staff use simple and repetitive language to support children's understanding. However, at mealtimes, the quality of interactions and teaching by staff is not yet consistent, particularly for younger children.

Staff promote children's understanding of mathematical concepts as they use mathematical language through everyday interactions. For example, children build their own construction houses while staff encourage children to recognise how many windows are in each of their constructions. Babies and young children join in enthusiastically with singing sessions and are encouraged to make their own independent choices. For example, staff encourage babies to choose a different 'nursery rhyme' spoon.

Leaders regularly reflect on the type of learning experiences which are available for children. For example, leaders have recently supported staff to adapt the way in which activity plans are created, to ensure that staff focus clearly on the skills children need to develop to reach the next stage of their learning.

Achievement: Strong standard

All children, including those with special educational needs and/or disabilities (SEND), make significant progress in their learning from their starting points and achieve important milestones in their own way. For example, children with SEND become fully toilet trained as staff recognise nonverbal cues and gestures as a form of communication when children need to use the toilet. Children benefit from high levels of enhanced staff support where appropriate, helping them to make progress.

Children are well prepared for the next stage of learning and development. They develop the skills and knowledge necessary to make progress towards greater independence and resilience. For example, children are encouraged to put on and take off their jackets and persevere with this task. Children use age-appropriate tools to cut different foods, such as salad, to make their own healthy sandwiches. Parents report seeing substantial progress in their children since attending the setting.

Positive, trusting relationships help all children to develop confidence and feel secure. Children eagerly join in with a wide variety of experiences which support all areas of learning. For example, children make marks using different-sized dabbers. All children develop their understanding of mathematical concepts. For example, children explore the concept of 'big' and 'small' animals.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have established a calm and inclusive environment for all children. Staff prepare and support children to understand what comes next in the daily routine. For example, staff use a nappy as a visual cue to help children understand when it is time for their nappy to be changed. Staff gently reinforce simple boundaries clearly to ensure the environment remains calm. All children transition seamlessly to the next part of the daily routine. Leaders and staff regularly reflect on how they can strengthen children's routines further to avoid disruptions to children's learning. For example, leaders have added additional toilets for older children, reducing the need for them to walk through the younger children's learning environment and minimising disruption to their learning. Staff provide children with consistent verbal praise.

Children behave well across all age groups in the setting. Staff build positive relationships with all children. They use their in-depth knowledge of each child to provide effective support. For example, staff consider each child's stage of development when joining in with circle-time activities. They ensure that any circle time is short and focused, but where children are unable to hold their attention, they are sensitively supported to access other areas of the environment.

All children, including those with special educational needs and/or disabilities and other barriers to learning, are supported well. Leaders and staff adapt their practice by evaluating the individual needs of all children. For example, leaders made adaptations to the routine to provide children with more focused outdoor time to support children's active learning style. In addition, staff provide children with 'sensory circuits' and use these opportunities as 'movement breaks' to ensure that children remain engaged and focused within their learning. Leaders promote the importance of attendance to families and where any concerns are identified, home visits are completed to prioritise children's safety and welfare.

Children's welfare and wellbeing: Expected standard

Leaders and staff develop secure attachments with children, helping them to feel safe and secure in the setting. Key-person arrangements are effective, particularly during children's settling-in process. For example, staff work with parents and carers effectively to identify strategies which will support their child to settle in securely, such as establishing information about the child's routine at home and whether any comforters are used. Staff interact with babies in a warm, nurturing and gentle manner. Parents and carers praise the support their child receives and describe the staff team as family.

Leaders promote healthy lifestyles by regularly reflecting on the type of meals and snacks that children are served. For example, leaders have recently moved desserts from the lunch menu to reduce the sugar content of meals and promote oral health. Children's physical development is supported in the well-resourced outdoor area. Children confidently take risks in their play while being carefully supervised by staff as they climb and negotiate a large climbing frame. Children are supported and learn to use age-appropriate tools. For example, children use appropriate cutting tools to prepare their own sandwich.

Staff demonstrate clear safer-sleep knowledge. They ensure that children are placed in an appropriate sleep space and set 5-minute timers to ensure children are frequently checked while sleeping. Overall, leaders and staff promote hygiene practices, and all children follow established hygiene routines throughout the day. However, further refinement of routines during mealtimes and for younger children is needed. This refinement will help to ensure these practices are embedded consistently.

Leadership and governance: Expected standard

Leaders have a clear overview of the setting's strengths and priorities for improvement. They support and work alongside staff collaboratively to make changes to the quality of the provision and enhance support for all families. For example, leaders have recently introduced a 'helping hand' cupboard for parents and carers, providing guidance on toilet training, oral health and how to support children's fine-motor development. Leaders have a clear understanding of the local community, and the support that families need. Parents speak highly of the support that children with special educational needs and/or disabilities receive and describe feeling fully informed about their child's progress and how their development is being supported. Leaders support staff to share ways in which parents can support their children's development at home.

Leaders support the wellbeing of staff. Staff praise and value the support they receive from all leaders. Leaders generally promote staff's professional development through regular supervisions and by ensuring any training opportunities provided are closely aligned with the priorities of the setting. However, the impact of professional development opportunities is not yet fully recognised by staff. Leaders have plans to expand the amount of training opportunities which are available to staff.

Leaders work collaboratively with a range of external agencies and develop positive links with the local authority. Leaders support staff to value the input of external professionals as they implement any guidance or strategies suggested to support children swiftly. For example, leaders and staff implemented recommendations from an outside agency to support children to recognise the importance of personal safety and boundaries.

What the setting must and should do next

The provider should:

  • Leaders should support staff to enhance the quality of interactions, particularly at mealtimes for younger children.
  • Leaders should support staff to refine and embed consistent hygiene routines, particularly at mealtimes and for younger children.
  • Leaders should enable staff to consider the impact of professional development on their practice and how this can further enhance the quality of teaching.

Ofsted's words, from the report on the inspection on 24 August 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Inspection history

  • 24 August 2022: Full inspection, Good (report)
  • 5 August 2022: Actions after a complaint (report)
  • 6 August 2019: Full inspection, Good (report)
  • 29 August 2018: Full inspection, Requires improvement (report)

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

  • George Elliot Kindergarten - Day nursery, Coventry CV1 4HT, ages 1 to 4, 50 places, 0.2 miles
    Ofsted, 22 February 2024: Good overall; safeguarding is effective
  • Little Swanswell Nursery - Day nursery, Coventry CV1 4GE, ages 0 to 5, 102 places, 0.2 miles
    Ofsted report card, 9 June 2026: Strong standard in 1 area, Expected standard in 5 areas; safeguarding standards met
  • Enchanted Day Nursery And Holiday Club - Day nursery, Coventry CV1 4JJ, ages 0 to 4, 65 places, 0.3 miles
    Ofsted, 25 February 2025: Good overall; safeguarding is effective
  • Little Angels Day Nursery - Pre-school, Coventry CV6 5EE, ages 0 to 4, 109 places, 0.4 miles
    Ofsted, 3 May 2024: Good overall; safeguarding is effective
  • Forest Friends Day Nursery - Day nursery, Coventry CV1 4LG, ages 0 to 4, 68 places, 0.4 miles
    Ofsted, 28 August 2024: Good overall; safeguarding is effective

Schools nearby

Rosie And Jim's Nursery And Pre-School on the Ofsted website