Baby Blossoms Nursery

Inclusion: Strong standard

Leaders demonstrate a sustained and wide-reaching commitment to inclusive practice. Staff work with other settings, including schools, to ensure children continue to receive bespoke and specialist teaching as they transition through their education. For example, staff accompany children on transition visits and offer transition packs to ensure each child is well known by the next setting.

Leaders consistently consider children's backgrounds and make systematic and robust adaptations to their curriculum to best support each child in their care. They promptly identify children's individual needs through clear assessment processes. Leaders meticulously ensure funding is used to invest in a wide range of equipment to promote children's learning and wellbeing, for example, sensory blocks and outdoor provision that supports transition periods. Staff work closely with families and a wide range of experts to consistently develop personalised support, particularly for those children with special educational needs and/or disabilities and those known or previously known to social care. Strategies are well implemented, and while some staff are not yet using these consistently, the overall impact on children's inclusion and participation remains high. Staff regularly review plans with parents and external professionals, so support remains focused. Staff know each child's next steps well and adapt activities so that children can take part and succeed. This builds harmonious relationships that put the children at the heart of all they do.

Curriculum and teaching: Expected standard

Leaders provide an ambitious curriculum that supports children's learning across all areas. Staff use accurate assessments of what each child already knows and can do to support learning effectively. They create next steps that are shared with parents. This ensures children, including those with special educational needs and/or disabilities and those known or previously known to social care, make progress. Staff follow children's interests and have a clear understanding of what motivates them to learn.

Staff sequence the mathematics curriculum well. Babies have early experience of mathematical concepts and begin to understand each number has a value. A love for reading is promoted. The setting offers a lending library with regular uptake from families. Staff create a rich environment in which children are engaged, providing activities that enable children to explore using their imagination. For example, children press petals and leaves they collect into play dough and add them to water to make 'potions'.

Staff support children's communication and language through regular conversations and questioning. For example, outside, children are engrossed in talking to friends about the smell of shaving foam. An understanding of how interactions drive teaching and learning is positively taking shape. This remains a focus to ensure every interaction is high quality. Staff teach children emotional language. They encourage self-regulation and positive communication about feelings. Parents praise the positive impact this has at home.

Achievement: Expected standard

Children thrive in a highly inclusive environment where they feel safe and valued. Children, including those with gaps in their development, progress steadily, and some achieve more rapidly. Children gain confidence in making their own choices about their play, such as deciding whether to play indoors or outdoors. Babies are curious and keen to explore their environment. They enjoy songs and learn the actions to these. For instance, they hold hands as they row the boat. Children enjoy looking at and listening to books, which supports listening and attention skills. Older children are confident communicators and express their needs and feelings well.

Children gain skills for the future, such as independence. The youngest children collect their own nappies and wipes for changing. Older children pour their own drinks and serve their food at lunch. They put on their own coats and begin to manage their self-care. For example, children use a tissue to wipe their nose and wash their hands afterwards, supporting readiness for school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have embedded a wholesome environment where all children thrive and achieve. They quickly identify where there are patterns of non-attendance and act swiftly in collaboration with parents to address this. This approach supports a secure foundation for regular attendance as children move on to school.

Flexible settling in and focused transitions ensure children are ready for the next stage in their learning journey. Staff carefully plan the learning environment to support this. Spaces and resources are set up to encourage children to explore, try new things and take measured risks in a safe and supportive way. Children receive generous praise in recognition for the good behaviours they display. Staff recognise children's age and stage of development when considering their expectations.

Positive and nurturing relationships ensure children confidently follow routines that are well established. Teaching about emotions supports children to manage their behaviour and foster positive relationships with peers. For example, staff model social language for sharing and turn-taking. Leaders and staff work tirelessly to develop the sense of belonging within the provision. They develop this further by including parents and carers, such as inviting them in for play-and-stay sessions where they can get to know staff more.

Children's welfare and wellbeing: Expected standard

Leaders have established an effective key-person system. Staff have a caring approach towards children, which helps them to feel safe and secure. They build solid relationships with all children and families. Staff are responsive to the children's care needs and ensure they are readily available to support their emotional wellbeing. They teach children to talk about their emotions, which supports them to express themselves. They work closely with parents and carers to align routines from home and offer support with eating routines, toilet training and sleep patterns. Staff use communication prompts to show children what is next in their day. This is particularly successful for those with special educational needs and/or disabilities, children with English as an additional language and those known or previously known to social care.

Leaders and staff promote healthy lifestyles for children and recognise the importance of this. Children's allergens and dietary needs are managed effectively. For example, a coloured plate system is used and understood by all staff.

Individualised consideration is given to settling new children. Staff make every effort to give them a calm and positive early experience. For example, if children become upset at separation, staff offer cuddles. They offer reassurance and engage them in play until they feel more settled. Parents express full confidence in their child's key person, noting they understand their child's routines, preferences and needs.

Leadership and governance: Expected standard

Leaders have worked tirelessly to ensure correct recruitment for their team and the children in their care. The team works cohesively and competently together and is united in its approach to providing the best care for all. Leaders have a clear and accurate understanding of the setting's strengths and priorities for improvement. They have positive and meaningful aspirations for the future quality they are aiming for.

Leaders offer a variety of approaches and support to staff to support them in their workload and wellbeing. For example, support with mental health is available for all staff. Staff are supported with personalised goals, and expectations are set for individual staff to enhance their professional development. Leaders should continue to focus on ensuring high-quality interactions are consistent for all children. Staff are given time and support to ensure manageable workloads and high levels of wellbeing.

Leaders cultivate close collaboration among staff, parents and external professionals, and they make positive links within their local area. Parents are kept well informed and are effectively supported by leaders and staff to continue their children's successful learning and development at home. This supports all children, including those with special educational needs and/or disabilities and those known or previously known to social care, to thrive.