Bloom @ Tuebrook

Inclusion: Expected standard

Leaders invest time in getting to know the children and their families. They understand the importance of communication with parents, carers and children's teachers to ensure a collaborative approach to support children. Leaders promote a culture of inclusion. They ensure the environment meets all children's needs and that all children are able to fully participate and feel valued. Leaders ensure that during the registration process, they work closely with parents and carers to gain information about their children's unique needs and abilities. However, information about children's cultural backgrounds is not routinely used to ensure every child is fully supported to form a true sense of belonging.

Staff use the knowledge gained from training to support children's learning. For instance, they use images and signs to promote children's emerging communication needs. However, staff do not always consider how the languages children speak at home can be used in play. Leaders know how to use and monitor the impact of any additional funding to support children to thrive. Leaders take the time to understand each family's unique needs and support them well throughout their time at nursery and after they leave. Leaders work consistently well with other professionals, seeking support to aid children's progress. The interventions that staff provide while waiting for external support are targeted and individual. For instance, strategies to promote children's understanding of how to regulate their own emotions are specific to children's individual needs. Interventions have the sharp focus needed to further enhance the development of children with barriers to their learning.

Curriculum and teaching: Expected standard

Leaders ensure that children experience a broad and balanced curriculum that staff generally deliver well. Leaders and staff engage in meaningful conversations with children at an appropriate level. Staff mostly promote children's communication skills well. They talk to children about their play and ask thoughtful questions. However, they do not always give children time to respond to their questions or allow children time to process a question before they ask another question. This does not fully extend children's communication development.

In the baby room, younger children independently explore water and construction activities. This helps to strengthen their gross and fine motor skills. Staff consistently reinforce key vocabulary by repeating words, which captures children's interest and supports their language development. For example, children repeatedly hear words such as the names of shapes and colours as they sort shapes during play. This helps children learn in a meaningful way.

Leaders mostly ensure that staff make appropriate adaptations so that every child, including those with special educational needs and/or disabilities or other barriers to learning, can access the curriculum and achieve well. However, the curriculum to help children learn about differences between themselves and others requires a sharper focus. Consequently, children do not develop a clear understanding of what makes them unique. This does not fully prepare children for the wider world, including starting school.

Achievement: Expected standard

Overall, children make progress across all areas of learning. Younger children learn to use single words to describe actions, such as 'pour' during water play. Older children build on this by using complex sentences to explain stories, formulating questions about their friend's comments.

Physical development is carefully planned to build over time. Babies climb into the ball pool and low-level equipment to strengthen core muscles, while older children successfully balance on a beam and confidently climb up and over a high-level frame. Children who previously could not climb confidently now demonstrate how they climb up and lower themselves safely and independently, reflecting significant progress in their coordination and strength.

Children, including those with special educational needs and/or disabilities, those who face barriers to their learning and those known or previously known to children's social care, make steady progress from their starting points. Children who are developing their speech successfully learn to communicate choices by pointing at visuals and using purposeful gestures. Staff offer children support, ensuring a good foundation for their next stages of education.

Behaviour, attitudes and establishing routines: Strong standard

Leaders establish high expectations for behaviour. They establish strong supportive relationships with parents and provide swift support for any issues as they arise. Children display positive attitudes towards their learning. They are consistently encouraged to try things for themselves, with staff providing supportive guidance when needed. For instance, staff suggest that children use tissue paper to wrap flowers. This creates 'bouquets' to sell in the role play shop. This approach helps children to persist when challenges occur and extends learning further. Regular attendance is encouraged, and leaders are flexible in their approach so children can access learning and development opportunities.

Routines are consistently embedded across the setting. For example, children automatically wash their hands on entry from the outdoors without prompting. They understand nursery boundaries and rules. Children confidently remind adults where toys belong at tidy-up time. Visual timetables help children understand what happens next during transition times. This ensures they remain settled, secure and confident.

Children are kind and play together, building on shared play ideas. On occasions when minor incidents arise, staff respond with calm, positive redirection. Children listen to the gentle reminders about sharing and kindness and settle back into play quickly. Mealtimes are calm, relaxed and highly sociable. Children independently choose their own seats and place mats. They consistently use manners, such as saying 'thank you'. Staff sit at children's eye level, encouraging conversations and supporting with eating when needed.

Children's welfare and wellbeing: Strong standard

Leaders put children's welfare and wellbeing at the centre of what they do. Staff follow advice from parents and carers on weaning, sleep patterns and care plans from the outset. This care meets children's individual needs consistently. Safe sleep practices are robust. Staff remain present to monitor children while they rest. Children are encouraged to learn to keep themselves safe through discussions about the fire pit. They know where they must sit to ensure they stay safe when it is lit.

Leaders have established practices to ensure all children, including those with special educational needs and/or disabilities, receive sensitive, consistent care that enables them to participate fully in all aspects of the provision. Children who require a sleep are provided with individual bedding and a designated sleep space. Staff ensure that children's privacy is respected during nappy changing. Children eat in small groups with a member of staff closely supervising. This ensures individual dietary needs are met and safer eating practices are embedded. Children participate in toothbrushing routines and learn about the impact of sugary food on their teeth.

Staff help children to name and recognise feelings, labelling emotions directly during daily interactions. For example, when children appear sleepy, staff say, 'You're tired.' Leaders have introduced a lending library scheme to encourage bedtime reading as a positive alternative to screen time. Information about online safety is provided to parents and carers via a nursery newsletter.

Leadership and governance: Strong standard

Leaders have a clear vision for the nursery. They understand the local community, the children and their families. Leaders accurately identify the setting's strengths and priorities for development. Leaders are reflective in their practice, regularly monitoring the quality of teaching and learning to ensure that all staff understand and fulfil their roles and responsibilities effectively. However, leaders identify there are some inconsistencies in the implementation of the curriculum. Due to rapid growth of the nursery and an influx of new staff, at present, not all staff have fully benefited from the specific coaching and professional development that leaders offer. Leaders have targeted plans to address this.

Overall, leaders are committed to ensuring that every child is fully included in the nursery. They have established effective partnerships with external agencies, such as public health nurses and Family Hub workers. This helps get children rapid support when needed. Parents speak positively of the nursery, particularly valuing the welcoming ethos. Families who need extra help and support receive this. Leaders swiftly refer families to specialist services, for example, for support with behaviour. This helps children to thrive as families are supported.

Leaders ensure staff always promote children's wellbeing. This is a particular strength of the nursery. Leaders recognise the importance of allowing children to develop confidence by encouraging them to have a go, while ensuring that trusted adults are readily available to provide support when needed. Staff morale is high, and leaders at all levels take effective steps to ensure workloads remain manageable.