Blossom Barn Nursery Hatfield Broad Oak

Inclusion: Strong standard

Leaders promote a very inclusive culture in the setting. Staff work well with parents and carers and other professionals to meet the individual needs of all children, particularly those with special educational needs and/or disabilities (SEND). Children benefit from an enabling environment in which staff make adaptations to ensure that all children have opportunities to engage with the wide range of experiences on offer.

Leaders and staff closely monitor children's progress. For example, staff check in with children who speak English as an additional language during daily routines and activities, such as story time. This ensures that assumptions about their knowledge and understanding are not made. Staff receive targeted training from the setting's special educational needs coordinators to support individual children with SEND. They monitor, assess and review children's progress promptly and rigorously. This helps staff to identify and reduce gaps in children's learning effectively.

Staff skilfully adapt activities to meet the child's individual needs. For example, they recognise children who find it difficult to sit in group activities. They therefore tailor activities that capture children's interests and provide positive learning experiences. Leaders work proactively with children's social care to ensure that children who are known to, or have previously been known to, social care receive the support and opportunities they need to thrive and achieve positive outcomes.

Curriculum and teaching: Strong standard

Leaders have developed a well-sequenced and ambitious curriculum. Children benefit from a wide range of opportunities to strengthen their physical development in the well-resourced outdoor environment. Children thrive as they immerse themselves in play. Staff skilfully tailor their teaching to extend children's knowledge, for example by introducing language such as 'moat' and 'gully' when children are playing in the sand.

Children confidently apply and demonstrate their learning during play. For example, children count 4 scoops, hold up 4 fingers, and say that they are '4'. This demonstrates children's growing understanding of number and their ability to make meaningful links between their learning and their own experiences. Children benefit from regular extra-curricular activities, including visits from Spanish teachers, who share their language and culture with them. This helps to expand children's knowledge of the diverse world they live in.

Younger children benefit from being immersed in an environment rich in language. Staff nurture their emerging skills through play, reading stories and singing rhymes. Responsive staff promote babies' physical skills. They are in tune with children's curiosity and extend children's learning. For example, they add balance beams and varied textures for children to walk on.

Staff's in-depth knowledge of children and their skilful implementation of the curriculum through excellent teaching and interactions aid children to make rapid progress. For example, when staff take a group of children to the library, they discuss the route with them. They encourage children to picture the journey and describe it, thereby extending their understanding of 'left' and 'right'.

Achievement: Strong standard

Children benefit from warm and responsive relationships with the attentive staff team. They make excellent progress from their starting points, including children with special educational needs and/or disabilities, or those facing other barriers to their learning and/or wellbeing. Children are caring towards each other. They are aware of how to keep themselves safe, for example by wearing sun cream and sun hats and drinking plenty of water on hot days.

Children collaborate well with others. They demonstrate a 'can-do' attitude while playing outdoors. Children enjoy completing tasks independently and display pride in their achievements. They also demonstrate independence through daily routines, such as serving their own meals. This prepares children to move on to the next stage in their education, including school.

Children are confident and capable communicators who use an increasingly broad vocabulary. For example, they enthusiastically engage in conversations about starting school, sharing their thoughts, feelings and experiences. Children benefit from purposeful and high-quality interactions and meaningful conversations that encourage curiosity, critical thinking and the use of new and ambitious vocabulary.

Behaviour, attitudes and establishing routines: Strong standard

Staff swiftly identify children who may experience barriers to their learning or wellbeing. They respond promptly to meet their individual needs. Staff provide consistent guidance, support and opportunities to ensure that every child is fully included and able to participate. They carefully build on children's existing skills, helping them to settle confidently into daily routines at their own pace.

Leaders and staff foster a culture of mutual respect throughout the setting. Children develop warm, secure and trusting relationships with their key persons. They demonstrate confidence and a deep sense of belonging. Children consistently display positive manners and respond positively to the high expectations embedded throughout the setting. Children form positive friendships and show kindness, care and consideration towards one another.

Staff maintain high expectations for children's behaviour. For example, when older children become excited by an unexpected change in routine due to extreme heat, staff remind them to use a quieter voice and take deep breaths. Children respond promptly and regain their focus with their activity.

Leaders and staff recognise the importance of regular attendance and closely monitor children's absences. They promptly contact parents and carers when children do not arrive as expected. When patterns of absence emerge, leaders work with families to understand and address any concerns. This promotes consistent engagement in learning, enabling children to make sustained progress over time.

Children's welfare and wellbeing: Strong standard

Staff know children well and provide care that reflects their individual needs. The key-person system ensures children receive consistent support and reassurance. For example, when children first start, staff tailor settling-in sessions to individual children's needs. Staff nurture children's self-esteem, resilience and emotional wellbeing. For example, they teach children to use positive affirmations, such as 'I am capable' and 'I am loved'.

Leaders prioritise children's health and physical wellbeing. Staff supervise toileting sensitively while maintaining children's privacy. They support younger children's autonomy by respecting their preferences during intimate care routines, such as nappy changes. Staff are knowledgeable on how to keep children safe when they are sleeping and eating. They use bags containing resources to support children with transitions, such as toilet training, a new baby or starting school. Staff share these with parents and carers to support their children's wellbeing at home.

Staff consistently reinforce positive healthy practices. For example, children brush their teeth daily. Staff promote healthy lifestyles through initiatives. For example, the nursery is part of a campaign which encourages balanced food choices and supports families in making healthier changes. In addition, staff teach children how to keep themselves safe. For example, they encourage children to practise road safety outside the setting. As a result, children develop a deep understanding of how to care for their own health, wellbeing and safety.

Leadership and governance: Strong standard

The inspirational leaders have a clear understanding of their responsibilities. They take decisive action to ensure the nursery is safe, inclusive and managed effectively. Leaders establish a highly effective culture of continuous professional development. They are deeply committed to their team and have created a collaborative environment in which staff work well together. Professional development is carefully planned. Leaders tailor it to meet the needs of individual staff and the children and families they support. Leaders have an excellent understanding of each staff member's strengths, learning preferences and development needs. This enables them to provide bespoke training and coaching that maximises staff's confidence and effectiveness in practice.

Leaders give staff's wellbeing a high priority. They foster a positive and supportive working environment through regular recognition and appreciation initiatives. Staff speak highly of the setting and feel genuinely valued, respected and supported. This investment in staff wellbeing and professional growth contributes to consistently high-quality practice and positive outcomes for children. Parents and carers consistently express their gratitude to the leaders and their team for providing their children with the best start on their learning and development journey. They report that the nursery is setting up the next generation for success through the foundations they provide.