Blossoms at Bloxcidge House

Inclusion: Strong standard

Leaders and staff are skilled at identifying gaps in children's learning at the earliest opportunity and quickly take action to put support in place that helps them to overcome barriers to learning. They work closely with parents and other professionals, building strong relationships with them to ensure that children continue to make further progress outside of the nursery. Staff make adaptations to activities to ensure that all children are fully included and have access to the same opportunities as their peers. Staff responsible for making referrals are well trained and experienced. Leaders liaise with others involved in children's lives to identify where best to focus any funding they receive. They actively monitor the impact of this to ensure that it is making a difference to children in their learning. Parents of children with special educational needs and/or disabilities comment highly about the setting, including valuing the communication they receive. They express their delight at the swift progress their children make.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that is ambitious for all children. Generally, staff understand the curriculum and how to teach this. There are, however, some inconsistencies in staff teaching across the nursery. Some staff, especially those who are relatively new to their roles, do not always demonstrate a thorough understanding of how to implement the curriculum effectively. For example, there are times when staff do not identify or seize opportunities to extend children's learning.

Staff organise the environment so that children are motivated to engage in the learning opportunities available. They provide a range of exploratory activities that interest children and contribute to the development of their skills across all areas of learning. For example, as babies discover that they can wave sensory scarves in the air, staff provide them with praise and encouragement. This inspires children to repeat the activity and develop a positive sense of themselves.

Staff use effective ongoing assessment to understand the differing developmental needs of children and adapt their planning and teaching so that all children are included. There is an abundance of opportunities for children to develop their communication and language skills, as staff constantly interact with children and help them to learn new language. Babies take part in extra-curricular activities where they learn about different sounds and movement. They copy actions and learn to be sociable with other babies in the group. Staff accurately identify what stage children are at in their development and set suitable learning targets for them to continue making progress.

Achievement: Expected standard

Staff help children to be well prepared for the next stage of their learning. They gather information about children's development from the moment they start at the nursery. Staff use this information to inform their planning. Children are provided with opportunities to build on their existing skills. All children, including those that may face barriers to their learning, make progress from their starting points. A well-sequenced curriculum supports children to build on their existing skills. Children become enthusiastic learners who have a desire to continue their learning. As children transition through the nursery, they continue to make progress in their learning across the curriculum.

Staff provide frequent interactions for children during their play, helping to develop their communication and language development in particular. Staff ask children questions as they engage in play and share familiar stories and rhymes with them. Children learn to develop their thinking skills so that they are confident to express their own thoughts and ideas. Children have chances to practise what they know so that their learning is consolidated.

Behaviour, attitudes and establishing routines: Strong standard

Children confidently follow well-established routines. They need little support from staff to independently take themselves to wash their hands before eating and then to lie down to rest after lunchtime. Children understand what is expected of them at each part of the day, and staff give reminders when it is time to change activities. Staff are positive role models and, as a result of this, children demonstrate excellent behaviour. They are respectful of adults and their peers. Staff foster positive and nurturing relationships with children, which promotes kindness. Children willingly share resources with others, such as making sure their friends have pieces of fruit during a cutting activity. Those with special educational needs and/or disabilities are included throughout daily routines and are supported to engage fully in all activities.

Children attend regularly. Leaders quickly identify where there are patterns of non-attendance and act swiftly in collaboration with parents to address this. They understand the importance of children frequently attending, such as improving their social skills. This supports a strong foundation for regular attendance as children move on to school. With the ongoing support of staff, children show high levels of perseverance. When they encounter problems, they tackle them both independently and together as a team.

Children's welfare and wellbeing: Expected standard

The environment is nurturing and inviting for children. The atmosphere throughout the nursery is calm and relaxed, helping children to feel settled. Children establish strong relationships with their key person. This is evident as they seek comfort from them and have the confidence to explore the environment, knowing that familiar adults are close by. Leaders understand the importance of children enjoying experiences outdoors and support staff to ensure that this happens frequently. Children learn about healthy eating habits and are supported to make healthy choices with their food. Staff work with parents to encourage them to send healthy packed lunches and to help them understand what is suitable for children to eat at the nursery. Leaders understand the importance of contributing to children's good oral health. They help parents to make changes to their children's eating habits so that dental conditions can be prevented.

Staff recognise children's uniqueness and adapt routines to suit the children in their care. For example, when some children struggle to join in with activities, staff spend time with them, slowly helping them to gain the confidence to sit with their friends. Through these individualised routines, children develop attributes that support their emotional well-being. Staff support them at times where they experience conflict, helping them to resolve any challenges quickly. Children respond well to staff and quickly settle back into cooperative play with their friends.

Leadership and governance: Expected standard

Leaders know their staff, children and parents well. Overall, leaders support staff well and staff morale is high. Staff comment that their well-being is looked after. Leaders are committed to continuous improvement. They ensure that all mandatory training is complete and that staff have opportunities for further training to enhance their skills even further. Leaders reflect regularly with other senior members of the nursery team to identify where improvements can be made across the nursery to enhance children's experiences. They liaise with other agencies and work together to make differences for children. For example, they include local authority teams when making decisions about how best to use specific funding for children. This ensures that the impact on children's learning is maximised.

Leaders monitor staff's practice and provide role modelling and feedback for staff that encourages further improvements in their practice. However, this is not as well embedded for those new to the setting. Leaders ensure that policies are followed and apply flexibility to support children's individual needs. They demonstrate their commitment to the children in the nursery and are quick to notice when children and families may need further support. Leaders understand the impact this has on children, both at home and at nursery. They drive effective communication processes across the nursery. This ensures consistency of care for children and contributes to the progress they make.