Blooming Kids Harris Hall

Inclusion: Expected standard

The new leadership team and staff gather information about the children during settling-in sessions. This helps them to plan effectively to meet children's needs from their first day.

The leadership team understand their responsibilities with regard to identifying children's needs and ensuring they receive the attention they require as swiftly as possible. They complete referrals and support parents to receive the funding they are entitled to in a timely manner.

The leadership team work hard to reduce barriers children face and make reasonable adjustments to support children's learning and development in an inclusive way. They recognise that some children may not wish to take part in an activity, but they offer them the opportunity to be involved, by including them in group discussions. Staff have created an area of cosy calmness within the nursery where children can go to and relax on their own, or with staff support.

The leadership team work effectively with staff to ensure that funding is used appropriately to meet the needs of individual children. All children, including those who receive funding to support their learning make steady progress from their starting points.

Curriculum and teaching: Expected standard

The new leadership team have worked closely with the local authority to develop a curriculum that is more aligned with their cohort of children. The curriculum is based on four aspirations that they would like the children to be able to do by the time they leave the nursery. The staff have received training to support the new curriculum. The leadership team ensure that through their planning they generally encompass all areas of learning throughout the nursery day.

The leadership team and staff typically gather key information about the children when they start at the nursery. Once children are settled, staff complete baseline assessments following observations of the children at play. This helps them to plan effectively to meet the children's developmental needs and interests.

Leaders and staff are keen for the children to learn about the community in which they live. They plan outings to the local museum and shops to enrich children's experiences and knowledge of the area.

There is a clear focus on communication and staff use Makaton signing to support children who have not yet fully developed their communication skills. Small focus groups help to support children's confidence to speak in front of others. On occasion, staff do not use every opportunity to reinforce children's understanding of healthy lifestyles through their teaching, as children share their experiences of take away food.

Staff weave mathematical learning into every opportunity or experience from nappy changing, as they take of children's shoes, to singing songs and recognising numbers in stories. They typically have a secure understanding of children's ages and stages of development and plan activities and opportunities to meet children's needs.

Achievement: Expected standard

All children, including those who face barriers to learning, make steady progress in their development from their starting points. Children show positive attitudes to learning. They show good coordination and control as they carefully place plastic pegs into holes in a tray. They sustain their concentration and persevere until they have filled every hole. Children problem solve as they chase the bubbles. They understand that to pop the bubbles they need to find something to reach them as the bubbles float upwards. Children successfully source toy tools from the role play area. They show excitement as they realise if they stretch and use the tools, they can reach the bubbles. They receive praise from the staff on their accomplishments.

Children play well together and show respect for each other as they share the resources across the nursery. They take it in turns to get more water to aid their outside play. Children communicate well and the skills they gain through playing together prepare them well for the next stage of their learning.

Behaviour, attitudes and establishing routines: Expected standard

Generally, staff have high expectations and children behave well. The inclusive environment helps to ensure that all children, including those who face barriers to their learning, flourish. The new leadership team and staff are typically good role models. Key persons develop secure relationships with the children which helps to ensure children's sense of wellbeing and belonging. The leadership team ensure parents understand the importance of punctuality and attendance to help children prepare for their future learning. They follow up any absences swiftly in line with the nursery's procedures for safeguarding.

Children demonstrate positive attitudes to learning and actively engage in the range activities and experiences on offer. They are becoming more independent and confidently make their needs known through sign language or verbal communication. Children play well together and learn to take turns. They wait patiently and understand that they need to turn over the sand timer when they want to ride on the popular bicycle in the garden.

Staff regularly praise children and compliment them on their achievements. Staff consider children's ages and stages of development when planning the environment and children respond positively to requests. For example, children understand the need to tidy up before lunch and actively join in the activity.

Children's welfare and wellbeing: Expected standard

The new leadership team and staff typically support and promote children's welfare and wellbeing. They embed effective hygiene practices across the nursery. Children know they must wash their hands after using the toilet and before mealtimes. They competently share that they know their hands are 'dirty and germy'. This demonstrates their growing understanding of developing healthy habits.

Children have access to healthy, cooked nutritious food. However, they do not always have the opportunity to serve themselves and be fully independent. Mealtimes are generally a social experience as children recognise their photographs on the placemats and excitedly say to their friends 'You're sitting next to me'. However, staff do not consistently interact with the children at this time to continue to extend their knowledge and understanding.

Children develop secure and responsive relationships with their friends and adults. Key persons know their children well and support their intimate care needs effectively. They give older children choices about how they would like their nappies changed, either by standing or lying down, and respect children's wishes. This helps to develop children's sense of belonging and emotional wellbeing.

Staff understand the importance of children having access to outside space and fresh air. Children develop their physical skills through a variety of means in the well-planned environment. Staff remind the children about the importance of personal safety, such as not climbing on the tables, and remembering to use their 'walking feet' indoors. This helps children to develop the necessary skills and be prepared for future learning.

Leadership and governance: Expected standard

The new leadership team is having a positive impact on the nursery. They have reviewed all the nursery paperwork to ensure they fully meet the requirements for registration. Staff morale has improved and they report their wellbeing is good, and they feel valued and supported in their roles. They appreciate the opportunities they have for further development and training which they discuss in their supervision sessions. The leadership team have an accurate understanding of the strengths of the nursery and a clear plan of areas they would still like to develop.

The leadership team have worked with the local authority to develop a new curriculum, and this is being embedded into the nursery. They recognise that the previous arrangements did not meet their cohort of children. The leadership team are confident with the changes they have made, and continue to make, in the interests of the children.

The leadership team recognise the value in the central location of the nursery. They have forged partnerships with the nearby library and are implementing a scheme to support the parents to access library facilities. The leadership team accept donations for the local charity shops and the children go on outings to the shops to exchange the goods for objects of interest to take back to the nursery.

The leadership team understand their responsibilities to work closely with other agencies to ensure children receive the assistance they need at the earliest opportunity. Parents report they are happy with the support and communication they receive from the nursery staff. They talk about how the children want to come for more sessions as they enjoy it so much. Parents value the ideas they receive to help their children to continue to learn at home. This joined up approach helps to ensure all children, including those who face barriers to their learning, continue to make progress.