Bloom @ Aintree

Inclusion: Strong standard

Meticulous assessments are carried out on entry to precisely assess children's learning. This information is the first port of call to identify any needs or delays in development. Leaders continue to consistently observe and monitor children's progress to swiftly identify any emerging gaps. These are quickly identified. Staff who specialise in supporting children with special educational needs and/or disabilities (SEND) carry out initial meetings with parents and key persons to determine the appropriate next steps and ascertain if any referrals are needed.

Leaders and staff put in place timely and integrated support, which is reviewed regularly with parents and staff. The setting receives support from external agencies, particularly around training and support for staff working with children with SEND. Leaders and staff work collaboratively with these agencies to implement targeted interventions that help children to make rapid progress.

Children have individual plans that identify targeted intervention that is tailored to their needs and abilities. These are consistently reviewed and updated to ensure continued progress. Leaders use funding, such as early years pupil premium, to specifically meet the individual needs of children. They work in consultation with parents to decide on the best way to support children in the setting and how this can be extended at home. For example, staff have implemented a sensory box to support children's emotional needs. This is duplicated and used at home to promote a coordinated approach to learning.

Curriculum and teaching: Expected standard

Leaders understand and implement an effective and high-quality curriculum, which places a high emphasis on communication, secure attachments, emotional security, the key-person approach and routines. They promote a language-rich environment, full of curiosity, which supports children's independence. For example, staff focus on storytelling and the use of books to enhance play experiences. This helps children to develop a love of reading. Staff implement strategies to ensure communication and promote independence, resilience and confidence to help prepare children for school.

Leaders understand the importance of a quality curriculum and focus on enhancing staff knowledge to bring about improvement. Staff talk about the activities on offer and how they meet the children's individual needs. For example, they provide lots of opportunities for babies to pull themselves up and cruise, and promote independent movement, such as crawling and taking their first steps. Children feel safe and supported by staff and able to try new things in a safe environment, with staff very sensitive to their needs and little movements. Focus is given to supporting children's personal, social and emotional development, particularly in the understanding of feelings and emotions.

Staff use assessments and starting points to check what children know and can do. Activities are carefully planned to support children's developing needs and next steps in learning. Staff typically demonstrate a clear rationale for the activities they are providing and the children they are targeting. Leaders identify this as an area for further improvement, with a focus on embedding this across the setting.

Achievement: Strong standard

All children make steady and consistent progress, building on what they know and can do and extending their learning further. Progress is continually monitored to ensure that any gaps in children's learning are swiftly identified and children's next steps accurately reflect their developing abilities. Children demonstrate consistent progress. They show high levels of confidence as they explore, develop ideas and take on roles within their play. Children actively engage in activities, such as mark making, using clipboards and pencils to write letters to one another to support their play. They remain highly engaged and curious, sustaining their involvement for extended periods and showing enjoyment in their learning experiences. Children effectively apply their developing skills, demonstrating that they are acquiring the knowledge and understanding intended in the curriculum. All children make consistent progress from their starting points. They benefit from bespoke activities that help them to develop towards the next steps in their learning.

Children learn valuable skills to support their independence, such as managing their own personal care needs, handwashing and putting on their own coats. They become confident communicators as they learn new vocabulary and explore the meaning of words. For example, older children enjoy role play and sharing stories. They confidently use their communication skills to engage in back-and-forth conversation. Children who face barriers to their learning are set specific and measurable targets that are regularly reviewed. This ensures that they achieve the best possible outcomes and make progress in all areas of learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff offer lots of praise and encouragement to children. Generally, behaviour is managed effectively. Staff know the children well. They keep a calm environment with robust routines and boundaries to help children know what is expected of them. Children's positive attitudes and routines are embedded well overall. Typically, across the setting, children follow robust routines that help them to know what is coming next. However, this effective planning of times of transition very occasionally lacks consistency. For example, not all staff fully consider the length of time that children wait for meals, which, on this occasion, meant that children became restless.

Staff promote opportunities for sharing and turn taking. Children are supported to explore their feelings and emotions. They allow children to take risks and explore in a safe environment. This promotes children's independence and autonomy, and helps them to feel settled and secure. Positive relationships between children and their key person help to strengthen this and provide children with a secure base from which to build.

Leaders and staff work closely with parents to ensure that children's attendance is given high priority. Any concerns are immediately discussed and followed up appropriately to help keep children safe. Staff provide support and the positive reinforcement of boundaries and routines to help children learn what is expected of them.

Children's welfare and wellbeing: Expected standard

All children have positive relationships and form effective bonds with their key person. Staff know the children well and this helps children to feel safe and secure. Effective settling-in procedures help to ensure that children and their parents are prepared for nursery. Staff are sensitive and responsive to their individual needs. They understand children's gestures and non-verbal cues. Leaders and staff provide a safe, welcoming space where children can explore and be curious in their learning.

Children learn about effective hygiene practices, which help to ensure that the personal needs of babies and children of all ages are met. Staff teach children to become increasingly independent in managing their personal needs, such as pouring their own drinks and setting the table at lunchtime.

Children benefit from spending lots of time outdoors and have access to a large outdoor area. They also have opportunities to explore the local community, such as through walks and visits to the local shops to buy ingredients for baking.

Leadership and governance: Expected standard

Leaders ensure that high expectations and professionalism are embedded across the setting. They understand the context of the setting and how to support the children and families that attend. All children, including children with special educational needs and/or disabilities (SEND) and those who face barriers to learning, receive support to reach their full potential. Leaders have a clear vision for the future of the setting and how they will continue to deliver and achieve high standards of care and learning. They quickly identify areas that need additional focus, which improves outcomes for children. Consequently, all children make effective progress from their starting points and are well prepared for the next stage in their learning.

Staff supervision and training are a high priority, with leaders identifying and celebrating staff strengths and areas for development. They support staff to gain further knowledge. Staff are happy and feel supported in their roles. They are ambitious for children's outcomes and committed to further improving the quality of their teaching.

Leaders and staff work closely with parents, particularly those with SEND and who face barriers to their learning. Parents feel supported with suggestions and activities to use at home, which mirror the work that staff are implementing in the setting.