Bliss Childcare and Nursery School LTD

Inclusion: Strong standard

Staff use robust methods to accurately and quickly spot if a child is in need of additional help in their learning. For instance, they use daily monitoring, observations and two-year-old progress checks to identify if a child falling behind in their learning. Staff promptly advise parents to contact a health professional for further guidance, such as health visitor or doctor. They work very successfully with any health professional involved in the life of a child with special educational needs and/or disabilities (SEND), and other vulnerable children. Staff liaise with professionals to form highly effective support plans for children with SEND and make very skilful adaptations to activities to meet children's needs. For example, staff ensure that they use repetition of words and face children to enable them to see their mouth movements as they speak. This helps to support those children who have hearing impairment. Some staff have received training on supporting children with SEND and they make excellent use of this to provide highly suitable support plans for children. This work makes a measurable difference to children's daily lives and long-term outcomes.

Curriculum and teaching: Strong standard

The curriculum is deeply enriching, well-considered and linked extremely well to children's needs. Staff make highly competent adjustments to curricular activities to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. For example, they organise small group games to provide extra support for children's social development. Staff teach children excellent communication, language and literacy skills. They build a deep sense of excitement and anticipation at 'Magic Box Time' by shaking a closed tin of objects. Babies take it in turns to choose an object and staff then use simple words to name and describe the object, such as smooth, red, ball. Staff help to develop babies' listening skills extremely well. For instance, they shake wooden bells and describe the sound as gentle and soft to teach babies new words. Staff use props, such as objects in a bag, very effectively to promote children's language skills. For instance, staff show children sun glasses and pretend ice lollies and this encourages children to talk enthusiastically about their trips to the seaside.

Staff support children's physical development in highly effective ways. They ensure that children have lots of well-placed opportunities to practise a wide range of skills, such as climbing and balancing. Leaders organise regular visits from physical development experts to provide fun, dynamic sessions for children.

Achievement: Strong standard

All children make excellent progress across all areas of learning. This includes children with special educational needs and/or disabilities, and other vulnerable children. They express themselves clearly and confidently as they talk about their summer holidays. Babies quickly move on from babbling to saying single words. Children thoroughly enjoy engaging with books and happily settle in the book corner to browse through their favourite stories. They have excellent counting skills and confidently count the number of children present during morning group time. Children know different shape names and use language to compare size and length, such as big and long. Babies learn how to pull themselves up, balance and walk. Children climb skilfully and balance well across stepping stones. All of these skills help to form an excellent foundation for their next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Children have excellent concentration skills. Babies show signs of rapidly developing concentration and perseverance skills as they carefully stack one brick on top of another to make a tall tower, cheered on by staff. Older children concentrate carefully as they prepare and collect the items they need to follow recipes. They listen attentively to stories and make spontaneous comments. Children demonstrate problem-solving skills when they decide that a tray with holes is not a suitable container for holding water. They look for a more appropriate container.

Children have very positive relationships with each other and treat each other with kindness and respect. For instance, they smile and give flower petals to their friends. Staff manage children's behaviour very successfully. They share group rules with children and teach children how to resolve things fairly for themselves. Older children act as role models for younger ones. Staff make very successful adaptations to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. For instance, by using visual cues to indicate changes in the routine. Staff clearly link regular attendance to positive effects on children's progress and readiness for school. This is shared with parents who ensure that their children attend regularly and reap the benefits.

Children's welfare and wellbeing: Strong standard

Children gain significant understanding of the value of eating well. For example, staff take them out on food shopping trips and children group the items into healthy and unhealthy foods. Staff provide very nourishing, appetising meals that meet any special dietary requirements. They ensure that meal times are relaxed, social occasions where children's welfare is fully promoted. Staff sit with children, closely supervising them while they eat and ensure that children remain seated securely. Staff ensure that children sleep safely and comfortably. They sit with children while they sleep, regularly checking them to protect them from harm. Staff carry out daily and dynamic risk assessments that cover all parts of the nursery, indoors and outdoors. They risk assess any changes to organisation or new equipment to minimise the risk of hazards.

Children learn to understand and regulate their emotions in highly impactful ways. For instance, they take part in regular yoga and mindfulness sessions where they practice deep breathing as way to calm down. Children use the calm corner where they have access to very useful resources. For example, children look at books on how to cope with different feelings and use resources, such as soft toys, to help them to regulate their emotions. Staff make highly skilful adjustments to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. For example, staff ensure that children have access to resources, such as fidget toys, to help regulate their emotions.

Leadership and governance: Strong standard

Leaders highly prioritise the continual professional development of staff. For example, staff have completed a broad range of courses that have led to improved understanding and better outcomes for children. This includes courses on supporting babies' development, and managing children's behaviour. Leaders continually evaluate the work of the setting and set ambitious goals to bring continual improvements.

Leaders robustly monitor and support staff. They observe staff practice by spending time in group rooms and use regular individual meetings with staff to provide feedback. They discuss their work and offer assistance, where needed. This helps to provide support to staff and improve practice, where needed. Leaders highly value staff and promote their wellbeing. For example, leaders offer staff free yoga and mindfulness classes to improve their work life balance.

Staff have very effective partnerships with parents. They use a range of successful ways to give parents detailed updates on children's progress and activities. For instance, they provide daily secure electronic messages; verbal updates; and termly parents meeting to share information about their child. Staff liaise successfully with parents to support children's development in all areas, including toilet training. Leaders help children to develop valuable connections with the wider community, for example they take children to visit local museums and farms.