Blooming Futures Daycare Limited

What is it like to attend this early years setting?

Children are the centre of this unique setting. They arrive with a big smile and settle very quickly. Leaders and staff create a stimulating and authentic environment that ignites children's curiosity. Children have amazing opportunities to independently explore their enriching learning provision, indoors and outdoors. For example, children have an amazing time exploring a wide array of textures and resources to build on their sensory experiences. Staff encourage older children to fill and empty containers with sand and water to build on their fine motor skills. Nurturing staff also inspire babies to reach out for soft toys and roll over to build on their gross motor skills and stamina. Children concentrate intently and show great levels of determination. This helps build on their emotional resilience.

Staff and leaders are very warm and supportive and have high expectations of children. Children rise to the challenge and follow the setting's routines and boundaries exceptionally well. They have great manners and show high levels of respect towards their peers and staff. Children are positive and independent learners. They often help tidy up and dish out their own food, which makes them feel valued and involved. Children form strong relationships with all staff, who in turn attend to their needs promptly and with kindness. Staff manage children's behaviour with patience and empathy. In addition, they praise children for their efforts and share pride in their achievements. This helps build on children's confidence and self-esteem.

What does the early years setting do well and what does it need to do better?

• Leaders and staff offer a diverse and inclusive practice. They take into account children's interests, needs and abilities when planning a selection of inspirational activities. For example, staff encourage children to match colours and count in sequence to further develop their mathematical skills. Children persevere and confidently count to 30, which supports their cognitive development.
• Staff are exemplary role models for the children. They model language well and engage children in meaningful conversations. They introduce new words and concepts such as 'sunflower', 'grainy' and 'rough'. However, staff do not use all opportunities to ensure children benefit from challenge that extends their learning and that the new vocabulary is securely embedded, particularly for younger children and those requiring additional support.
• Children develop a passion for books from a very young age. Their natural curiosity is fostered through reading stories with staff. Children quickly become immersed and mesmerised by the narratives of their favourite story about a dinosaur at Easter. Staff encourage children to look closely at the pictures and observe how the characters may be feeling. Children also talk about what happens next to build on their recall skills. This helps develop children's literacy skills and listening and attention skills.
• Staff create fantastic opportunities to further enhance children's understanding of the world. Children follow instructions well and successfully plant pumpkin and sunflower seeds while engaging in discussions about what they need in order to grow. Children explore real fruits and vegetables too, observing their colour and features. This helps them build on their life experiences.
• Staff and leaders have good knowledge and understanding of children's development. They complete regular observations to track children's progress. Staff also complete next steps in children's learning and share these with the parents. For example, older children laugh and giggle with excitement as they ride bicycles with great control to build on their balance and coordination. Babies smile with content as they engage in singing nursery rhymes with supportive staff. This helps build on their confidence and social interactions.
• Leaders have a clear and ambitious vision for their setting. They constantly reflect and strive to deliver high-quality care and education. Leaders value staff, including their well-being and professional development, creating a supportive culture. Leaders' continuous commitment to ensure all children receive the best start to their early education is shared with all staff. They receive focused supervision and training opportunities to ensure their knowledge is current.
• Partnerships with parents are effective. Parents value all the fun and exciting activities staff and leaders organise. They feel involved in their children's learning and appreciate the progress their children make in all areas of learning.

What the setting must and should do next

The provider should:

• strengthen the quality of teaching to ensure children's learning is adequately challenged and new vocabulary is securely embedded, particularly for younger children and those requiring additional support.