Blossom & Bloom Childcare

Inclusion: Strong standard

Staff consistently show high levels of engagement with parents. This means the nursery is aware of any challenges to children accessing their education. Staff and leaders communicate effectively through regular professional discussions to ensure any barriers to learning can be robustly monitored to ensure timely support is put in place.

Children benefit from a separate sensory room, where staff support small groups of children. This enables them to quickly identify any emerging needs and ensure any support is received swiftly. Children continually receive high levels of individualised support and guidance through the leaders' meticulous approach to promoting inclusion. Plans to further develop the outdoor spaces clearly show all children's needs have been carefully considered.

Leaders have a secure understanding of the needs of any disadvantaged children in this nursery. Through monitoring the use of any funding, leaders can ensure it has a positive impact on all children's achievement and wellbeing. Leaders are quick to identify any additional support needed for children. They work well with other agencies and professionals to ensure children receive effective support and guidance when necessary.

Curriculum and teaching: Expected standard

The curriculum design is generally sequenced well through the nursery. For example, young children giggle when staff count their fingers and toes. They are then keen to count their own fingers. Older children place cauldrons in size order and confidently say which is the smallest and the biggest. However, the high-quality teaching is not consistently woven throughout all aspects of practice to expertly focus on what children need to learn next. For instance, some activities are too fast paced for children to support them to consolidate their thinking skills.

Leaders and staff plan a curriculum based on what children know. Staff use books and rhymes to support children's communication skills and introduce new language. For example, when children show an interest in jungle animals, the environments and resources are well thought out to support learning. Children move the 'jungle animals' in and out of the 'swamp' and use binoculars to look for more 'jungle animals' that may appear. Staff introduce language and use books to explain the context. Children then confidently repeat the words and ask questions, which shows they benefit and broaden their understanding of the world around them.

Leaders ensure the curriculum is typically taught well, through observations and discussions with staff. Leaders have clear plans in place to focus on improvements needed.

Achievement: Strong standard

Children are highly motivated to learn at this nursery. They listen and ask questions with confidence to further their learning. Children listen and learn from their friends. This means that children make excellent progress from their starting points at nursery and are very well prepared for school when they leave.

Children benefit from additional transition visits when needed. This ensures all children have time to adapt to different environments and foster secure relationships with new friends when they move between different stages of learning. Therefore, they feel confident and able to learn.

Children show perseverance when they are learning to cut out with scissors. They take time to use control and keep themselves safe. Children show a sense of pride when they complete the task. This demonstrates children's high levels of confidence and self-esteem. Children are keen to help set the table for mealtimes. They listen attentively and focus on the task, showing confidence and independence.

Children benefit from being supported in small groups with staff when they first move rooms. This gives them confidence to explore independently when they are ready.

Behaviour, attitudes and establishing routines: Strong standard

Children arrive at nursery and enjoy accessing the well-resourced library with their parents. Parents are keen to borrow books so they can share them with their children at home. Children have the opportunity to visit the library during the day. They share books together and tell their friends which books they have at home.

Babies and young children snuggle in with their key person in the nurturing sleep room. The calm and harmonious atmosphere helps children to feel safe and secure. Children's individual routines are consistently followed, and nursery routines are well established.

Staff talk to children about going to school. Books and photos are shared that prepare children for their next stage in learning. Children talk excitedly about who they are going to school with and what they will be doing. Staff work with other settings children attend to ensure progress in learning is shared and continues to move on.

Older children focus on their own learning but also support their peers in a respectful way when needed. For example, children complete several puzzles. However, they are keen to support children next to them when they need some help. Children accept this help, and then they continue to do puzzles together.

Children know to tidy away resources when appropriate and are keen to help each other and take part in this embedded part of the nursery routine. As part of the mealtime routine, children proudly help by giving out utensils to their peers. Children understand that they take turns to do this and accept when it is another child's turn.

Children are given time to focus on their work and on completion know where they can display it. They show great pride in their work and are confident to share their achievements with staff and their friends.

Children's welfare and wellbeing: Strong standard

Leaders prioritise children's welfare and wellbeing. Staff talk to parents when they drop their children off at nursery and use this shared knowledge to provide care and support that meets children's individual needs. For example, if children have not slept well, they are offered rest.

Leaders have highly effective procedures in place to promote children's safety and wellbeing. They share information regularly with parents to support this in the home and in the community. For example, staff talk to parents about accessing the internet safely. Leaders regularly review accidents and incidents in nursery to inform any changes that are needed.

Children settle quickly when they arrive at nursery. Staff know the children well, and their routines are swiftly established through close partnership working with parents.

Leaders prioritise extensive opportunities for outdoor play and physical activity. Children have space to run and skip and play hide and seek. Children enjoy playing ball together and balancing confidently with their arms stretched out. Children are keen to show others the sunflowers they have grown and how they spray them with water to make them grow taller. Children have the opportunity to make healthy choices for food and drink. Children take increasing responsibility for their own self-care in nursery.

Babies and young children enjoy looking in mirrors while watching staff wipe their faces clean. They hold the flannel and, with support, wash their own faces. Older children have the opportunity to talk about cleaning their teeth and why they need to do this.

Leadership and governance: Strong standard

Leaders continually analyse the strengths of the nursery and what further developments can be made. For example, leaders have identified a need to develop a room for older babies. This was responsive to childcare need and also to support staff to provide focused learning for a small group of children before they progressed to the toddler room. Leaders know this has impacted positively on children's progression moving through nursery. Leaders are keen to share further plans to develop a larger outdoor space for the youngest children.

Leaders continually monitor the quality of teaching and are swift to act and implement clear action plans with staff to address any weaknesses. These plans are regularly reviewed and monitored to ensure progress is made.

All staff show respect and professionalism in nursery. Staff speak of regular support from leaders through supervision, staff meetings and discussions in the room. They know what their targets are and how to achieve these.

Leaders skilfully observe staff's practice. They accurately share with staff strengths and areas they can develop further. This is embedded practice, and professional discussions take place with staff, giving them the opportunity to contribute.

Staff are involved in the review of resources in the room to meet the children's needs. Through room meetings, decisions are made as to what will positively impact children's education and care.

Leaders have consistent positive engagement with parents, securing the best education and care for the children. For example, parents bring into nursery fresh vegetables they have grown at home. Parents are fully involved in decisions regarding children's transitional arrangements. Parents share that they are inspired by what the nursery offers their children, and these ideas have informed what they offer their children at home.