Blooming Babies Day Nursery Limited

Inclusion: Needs attention

Leaders do not consistently monitor and coordinate support for children with special educational needs and/or disabilities. Leaders do not fully embed systems to gather, share and use information from parents, observations and external professionals. Support plans and next steps are not always clearly reviewed or monitored to assess the impact on children's progress. Leaders do not consistently ensure that all practitioners share the same understanding of children's needs, external involvement and support strategies.

Practitioners identify children's emerging needs and provide appropriate support in practice. Children with emerging additional needs receive caring and sensitive support that helps them take part in routines, play and daily activities. Practitioners use reassurance, repetition and simple language to support children's communication and emotional wellbeing during routines and transitions. Families speak positively about the support their children receive and the progress children make in areas such as communication, confidence and social interaction.

Leaders maintain appropriate communication with families and support children known to children's social care to help them settle and engage positively within the setting. Leaders demonstrate an understanding of how early years pupil premium funding could be used to support children's individual needs and improve outcomes. Children who need additional support are included in the daily life of the setting and are supported by practitioners who know them well.

Curriculum and teaching: Needs attention

Leaders do not yet have a fully accurate understanding of the quality of teaching and learning across the setting. Monitoring and oversight do not consistently identify where teaching lacks challenge or where interactions do not fully support children's language, thinking and learning. As a result, practitioners do not consistently adapt teaching and interactions to children's differing stages of development and individual learning needs. Practitioners do not always use assessment information effectively to extend children's learning further. Interactions often focus on commentary or several questions asked in quick succession, without giving children enough time to think and respond. Consequently, the support children receive to deepen their language, vocabulary, thinking and problem-solving skills varies.

Children benefit from experiences that support their physical, personal, social and emotional development. Outdoors, children develop physical confidence as they balance on wooden stumps, ride bikes and explore movement during play. Practitioners support children's emotional wellbeing appropriately, helping children to settle, build confidence and develop independence during routines and play.

Achievement: Needs attention

Children do not consistently make the best possible progress across all areas of learning and development. Some children move quickly between activities and do not sustain engagement for extended periods. Children do not consistently receive enough challenge to deepen their thinking, language and problem-solving skills. As a result, children do not always build fully on what they already know and can do or develop the skills they need for their next stage of learning, including school.

Children, including disadvantaged children, children with special educational needs and/or disabilities, children known or previously known to children's social care and those who face barriers to learning and wellbeing, make suitable progress from their individual starting points. Generally, children with emerging language increasingly use words, gestures and simple responses to communicate with adults and peers. During play with cars and garages, children use simple language such as 'up' and 'down' as they move vehicles along ramps and through the garage. During creative activities, children explore different materials, make marks and talk about their creations with growing confidence. Children occasionally engage in some routines, play and group activities and develop growing confidence within the setting.

Behaviour, attitudes and establishing routines: Needs attention

Leaders do not consistently establish and embed clear expectations for behaviour and routines across the setting. Children frequently move quickly between activities indoors and continue to run inside despite reminders from practitioners to walk. Expectations are not consistently understood or followed by children. Some children move between activities without sustaining involvement for extended periods. Practitioners do not always notice or respond quickly enough when children's play becomes less purposeful. Practitioners do not consistently reinforce expectations and support children's positive behaviour. Approaches to supporting routines and transitions are not applied consistently across the session.

Children form warm and trusting relationships with practitioners and confidently seek reassurance, comfort and support when needed. Many children cooperate well during routines such as snack and lunchtime and develop independence in managing their belongings and following familiar routines. Children attend regularly, arrive happily at the setting and settle into routines with confidence. Leaders understand the importance of monitoring attendance and following up on children's absences appropriately.

Children learn to play alongside one another and begin to develop friendships and social skills. For example, children take turns during outdoor games, engage in imaginative play together and share resources during play activities. Children, including disadvantaged children, children with special educational needs and/or disabilities, children known or previously known to children's social care and those who face barriers to learning and wellbeing, receive sensitive support during routines and transitions. Practitioners use reassurance, simple language and flexibility within routines to help children participate increasingly confidently in the daily life of the setting.

Children's welfare and wellbeing: Needs attention

Leaders do not consistently ensure that routines and approaches across the setting fully promote children's welfare and wellbeing. Inconsistencies in the way routines and expectations are implemented mean that the intended impact on children's emotional wellbeing and sense of security is not always fully realised for all children, including some children with special educational needs and/or disabilities (SEND). Children often move hurriedly between indoor activities and transitions, particularly when preparing to go outdoors, and practitioners do not always support these routines consistently.

Children form warm and secure attachments with familiar adults and confidently seek comfort, reassurance and interaction from practitioners. Practitioners welcome children warmly into the setting and support them to settle into routines at the start of the session. Children with SEND, including those who find transitions or toileting difficult, receive caring and sensitive support that helps them take part confidently in daily experiences and play.

Children develop growing independence during daily routines. For example, children independently manage their lunch boxes, access water bottles and tidy away belongings after mealtimes. Practitioners support children's emotional wellbeing through reassurance, familiar routines and positive interactions. Mealtimes are calm and sociable, and children generally manage these routines confidently. Children also benefit from opportunities to develop physical confidence and coordination through balancing, climbing and active outdoor play. Arrangements are in place to support children who require sleep or rest during the session, helping to meet children's individual care and wellbeing needs.

Leadership and governance: Needs attention

Leaders do not consistently monitor and evaluate the quality of practice across the setting to identify weaknesses and secure improvement. Leaders' evaluation of practice does not always accurately reflect children's day-to-day experiences. Systems to monitor the quality of teaching, routines and support for children with special educational needs and/or disabilities (SEND) are not fully embedded. Leaders do not always gather, share and use information effectively to support children's learning and wellbeing. Leaders do not ensure that professional development focuses sharply enough on improving the quality of teaching and practice across the team.

Leaders and practitioners establish positive relationships with families and know children well. Parents speak positively about the care and support their children receive and value the communication from practitioners. Children, including disadvantaged children, children with SEND, children known or previously known to children's social care and those who face barriers to learning and wellbeing, receive support to help them participate in the daily life of the setting.

Leaders share responsibilities across the setting. Leaders recognise areas requiring further development and understand the need to strengthen oversight and further develop the consistency of practice across the provision.