Blossoms Day Nursery

Inclusion: Needs attention

Leaders do not demonstrate a secure knowledge and understanding of their responsibilities for supporting disadvantaged children. For example, early years pupil premium funding is used for children to attend extra curriculum activities, such as Spanish and music lessons. However, this does not align with the setting's priorities for improvements, such as safe outdoor play facilities and improving the quality of teaching. Therefore, funding is not being used to have the most positive impact on children's achievement and wellbeing.

Leaders and staff receive support and advice from external professionals to help identify and provide support for children with additional needs. Leaders report that these children make progress. However, this is difficult to clarify, as children's plans are not available to view. Leaders have not identified a lead within the setting for supporting children with special educational needs and/or disabilities. Consequently, this results in a lack of coordination and consistent guidance for staff. This does not ensure children's needs are always met sufficiently or in timely manner.

Although staff make attempts to include children in play activities, children do not always receive the correct level of support or equipment they require to fully participate in meaningful and inclusive learning. For example, staff encourage children to make room for their friends at the table, but children are then expected to use tools that are not suitable for their developmental stage and therefore limits their full participation.

Curriculum and teaching: Needs attention

Leaders demonstrate ambition for the curriculum and teaching, but there are weaknesses in staff's implementation. Staff do not effectively plan or provide children with activities and experiences, which are tailored to their age or stage of development. For example, older children are expected to use scissors that do not enable children to practise or develop this skill further. Younger children are expected to use brushes which are too large for them to control and manipulate safely. Staff do not promote children's confidence or enjoyment of mathematics, through daily routines or purposeful activities. While staff talk with children about their play, they are not skilled in extending children's communication and language abilities.

Children listen intently and enjoy joining in story and song times, initiated by staff. However, children do not have consistent easy access to books, so this limits their ability to develop a love of stories and practise their early literacy skills independently.

Leaders are taking action to help improve the curriculum and teaching. For example, leaders are providing staff with specific curriculum support, so they can improve the quality of education that children receive. This includes increasing the focus staff place on identifying and planning for children's next stage of learning. However, plans for improvement are all at an early stage and, therefore, it is too soon to see the impact on children's learning.

Achievement: Needs attention

Children are not suitably prepared for the next stage of learning. This includes disadvantaged children and those who face other barriers to their learning. Children are unable to build upon their existing skills because leaders and staff do not plan the curriculum appropriately. For example, while children take part in a creative activity, insufficient thought has been given to how this could be adapted to ensure all children gain the skills and knowledge they need. As a result, children are not able to increase their control in holding, using and manipulating range of tools, such as brushes and scissors. Children are also not making secure progress in mathematics due to the poorly planned curriculum.

Children are developing listening and attention skills, when staff read stories and sing with the children. However, children's ability to develop their love for stories is limited, due to books not being easily accessible at all times. Children are developing some independent skills, such as feeding themselves and serving their own food.

Behaviour, attitudes and establishing routines: Needs attention

Inconsistencies in staff's practice and expectations of children result in children demonstrating less positive behaviours towards their learning. For example, older children are expected to use climbing equipment designed for babies, which does not provide the appropriate levels of challenge or stimulation needed. This leads to unsafe use of this equipment and children become disengaged. Staff do not demonstrate clear expectations for children's behaviour and teach children how to use equipment safely.

At times, children play collaboratively with their friends, as they pretend to visit the shops and make dinner, using role-play resources. Staff do give children some praise and encouragement during daily routines and play experiences. For example, children receive praise during their creative painting activity and after they have eaten their lunch. Children are encouraged to treat each other with kindness and respect, as they take turns and share toys with each other.

There are warm and trusting relationships between staff and children. Leaders work with other agencies to help meet the needs of children with special educational needs and/or disabilities. For example, children receive individualised support to help manage their emotions and behaviours. Leaders support and promote children's regular attendance, through their engagement with families.

Children's welfare and wellbeing: Urgent improvement

Leaders and staff do not ensure children access a safe environment. For example, children are exposed to risks in the outdoor play area, such as broken equipment, trailing wires, and low hanging berries, which children can reach. Leaders have not taken action to address these hazards. This does not prioritise children's safety. Children are supported to wash their hands before lunch. However, they are expected to share a bowl of water. This practice does not promote effective hygiene procedures and presents a risk of cross-infection to children's health.

Other care practices, such as feeding, nappy changing and sleep times meet children's needs. Staff provide safe levels of supervision while children are eating. Children are encouraged to use manners during this social mealtime. Staff role model using 'please' and 'thank you'. Children enjoy self-serving nutritious meals, and choose which fruit they prefer after their lunch. Staff ensure children with specific dietary requirements receive the correct food.

Children develop secure attachments with staff through warm, positive and responsive relationships. Children enjoy having a cuddle with staff. Staff recognise and acknowledge children's feelings. This supports children's sense of belonging and promotes their wellbeing.

Leadership and governance: Urgent improvement

Breaches to the early years foundation stage requirements pose risks to children's safety and their wellbeing. Leaders and staff fail to implement the setting's safeguarding policy and procedures. Children are exposed to hazards in the outdoor play area. Leaders have not identified, or taken action to address these hazards. Therefore, leaders have not acted in the best interests of the children.

Leaders have not taken sufficient action to bring about the improvements needed. For example, leaders do not ensure the curriculum and teaching is planned and purposeful for all children's needs. This does not promote a culture of ambitious expectations for all children. Staff report a lack of support from leaders, particularly in relation to staffing arrangements and maintaining ratios. This negatively impacts on staff's workload and their wellbeing. Leaders do not have a clear oversight of the qualifications that staff hold. For example, they are unable to locate staff's paediatric first aid certificates and therefore unable to share these with parents, if requested.

Staff receive some training to help them carry out their roles successfully, such as safe-sleep training. However, staff do not make appropriate use of their professional development to offer quality learning and development experiences for all children.