Blossom Tree Pre School Limited

Inclusion: Strong standard

Leaders create a highly inclusive culture where children's individual needs are identified promptly and assessed accurately. Practitioners know children extremely well and monitor their development closely, ensuring that emerging needs and gaps in learning are recognised early. Leaders take prompt and effective action to reduce barriers to children's learning and wellbeing by making thoughtful adaptations. This includes the use of visual supports, communication strategies and sensory adjustments. These help children to engage in their learning with increasing confidence. Targeted early intervention is used consistently when concerns arise, and support is swiftly adapted as children's needs change.

Leaders review children's progress regularly and thoughtfully evaluate the impact of support. Staff benefit from relevant training, which enables them to understand and apply inclusive approaches confidently. Leaders work closely with families and, where appropriate, external professionals to shape children's support, opportunities and experiences. Leaders demonstrate informed use of any additional funding to reduce barriers and improve outcomes. Children known, or previously known, to children's social care are supported sensitively and consistently, enabling them to feel safe, included and able to thrive.

Curriculum and teaching: Expected standard

Leaders demonstrate a secure understanding of the curriculum and how it supports children's learning and development. The curriculum reflects children's interests and prioritises communication, early mathematics and children's personal, social and emotional development. Staff support children's language development through purposeful conversation, signing and questioning that encourages children to explain their ideas and think more deeply.

Staff observe children closely during play and everyday routines to understand what children know and can do. This information helps staff plan experiences that build on children's interests and next steps. For example, children develop early mathematical understanding as they roll a dice, recognise numerals and represent quantities by drawing circles. Early writing is supported through activities such as copying names from name cards.

Leaders ensure that the curriculum supports most children to develop the knowledge and skills they need. However, staff do not always adapt teaching in response to children's thinking to consistently enhance opportunities for children to extend on what they already know.

Children are developing independence in many aspects of daily routines, such as managing their belongings and identifying their own resources. However, expectations for independence are not always applied consistently. At times, adults offer more support than is necessary rather than encouraging children to attempt tasks for themselves.

Achievement: Expected standard

Children make secure progress from their starting points across the areas of learning and development. They demonstrate confidence, engagement and enjoyment in learning. This is particularly noticeable in children's communication and language development, as well as early mathematics.

Children with additional needs and those known, or previously known, to children's social care make appropriate progress. This is because needs are identified early and support is well matched to their needs. Overall, children develop key skills that support readiness for their next stage in education, including familiarity with routines and growing independence. However, some inconsistencies in practice mean that children's progress is secure rather than accelerated.

Behaviour, attitudes and establishing routines: Strong standard

Leaders create a positive and welcoming environment where children understand expectations for behaviour. Staff model respectful interactions and consistently support children to manage their emotions. Children behave well and demonstrate positive attitudes towards learning and play.

Staff teach children how to cooperate and treat others with kindness. For example, during group sessions linked to a national charity's programme, children discuss what makes a good friend and learn to recognise how their actions affect others. Children confidently give compliments to a peer and explain why kindness makes people feel happy. These experiences help children develop empathy and positive relationships.

Relationships between staff and children are warm and supportive. Staff respond sensitively to children's individual needs and help them regulate their emotions. Children confidently approach staff for reassurance or support and are keen to share their ideas and experiences.

Leaders promote attendance and punctuality through clear communication with families and supportive relationships. Children arrive settled and ready to engage in the day's experiences. Children interact positively with their peers, cooperate during play and demonstrate confidence, resilience and enjoyment in their learning.

Children's welfare and wellbeing: Strong standard

Leaders place children's welfare and wellbeing at the heart of practice. Staff create a calm and nurturing environment where children feel secure and supported. Children are given time to settle in a quieter room until they are ready to join in with their peers. Strong relationships between children and staff help children feel confident and settled.

Staff support children's emotional wellbeing through experiences and a wealth of opportunities that help them recognise and talk about feelings. For example, children take part in group discussions about what they like about each other. These activities help children understand kindness, empathy and how their actions affect others.

Children's physical health and personal care are supported through warm and positive interactions with staff. Children wash their hands before snack and are supported to follow hygiene routines. Staff explain the importance of these routines and model good practice. Children enjoy healthy snacks, such as fruit and breadsticks, and sit together while adults supervise closely.

Staff respond sensitively to children's individual emotional needs. For example, they take account of individual children's views on ways in which they feel comforted and respond sensitively to their needs. This supports children's emotional security before they join play confidently.

Children demonstrate confidence and contentment in the setting. They demonstrate how they feel safe, cared for and emotionally supported by the staff team.

Leadership and governance: Expected standard

Leaders demonstrate reflective practice and have a clear understanding of the setting's strengths and areas for development. They prioritise inclusion and emotional wellbeing, particularly for children experiencing disadvantage or complex family circumstances.

Leaders work closely with families and external agencies to ensure that children receive appropriate support. For example, leaders act as a trusted point of contact for families and coordinate support with schools and professionals when needed. This helps to ensure that children and families receive highly effective support.

Leaders provide staff with access to relevant training and professional development. Staff undertake a range of courses to strengthen their knowledge and support children effectively. Leaders also monitor children's progress and discuss practice with staff to support continuous improvement.

Leaders are committed to supporting staff wellbeing. Regular discussions and an open culture allow staff to share concerns and seek advice when needed.

Leaders monitor the quality of provision and children's learning. However, monitoring of curriculum implementation is not yet sharp enough to identify where teaching could be adapted further to deepen children's learning and consistently support children to practice their self-care skills.