Buds to Bloom Limited

What is it like to attend this early years setting?

Children enter the nursery excited for their day and leave their parents and carers with ease. They are greeted warmly by staff and show great independence in the morning routines. Children settle straight down to activities that interest and engage them. They behave well. Children understand what is expected of them. Staff act as positive role models and are quick to support children to make the right choices when they sometimes forget. Children learn to put words to their emotions through stories and activities. For example, children discuss their feelings and compare these to a story about a monster. Children link the different-coloured monsters to their feelings using beanbags. The nursery has a strong focus on children's social and emotional development across the whole setting, helping children feel safe and secure in all age groups. This contributes to children being confident, happy, motivated to learn and well prepared for their next stage of learning.

The managers have planned a well-sequenced programme of learning. Staff have high expectations of what the children can achieve. They carefully plan learning opportunities to help children make good progress in all areas of the curriculum. For example, children develop their strength and hand-eye coordination as they make mud pies in the garden and create spiders using pipe cleaners. They also learn to develop their physical and emotional skills, such as taking part in yoga sessions.

What does the early years setting do well and what does it need to do better?

• Partnerships with parents are good. Parents report that they love the ability for children to spend plenty of time in the outdoor area and feel that they are kept well informed about what their children are doing at the setting. They comment that staff adhere to children's care and learning needs and how quickly their children settled at the setting in the care of the staff.
• The management team have expert experience in working with other professional agencies to ensure that children have access to tailored support plans. As a result, all children make good progress. Children who speak English as an additional language make consistent progress in their communication skills.
• Staff implement a curriculum that is well sequenced and supports children to build on their knowledge and skills. Staff adapt activities to make them increasingly challenging over time. They consider the interests and needs of each child so that they all reach their developmental milestones.
• The management team are passionate about providing good-quality care for all children. They are knowledgeable about how children develop. Staff feel well supported. They receive regular supervision sessions, peer-on-peer observations, and training. This contributes to creating a staff team who feel valued and work well together.
• Children follow their own interest in the large outdoor area. They have access to a superb range of outdoor resources which provides ample opportunities to run around in large spaces, climb, and eagerly explore the natural areas. This contributes to children being active, which enhances their physical development.
• Overall, staff help children to develop their communication skills well. They repeat words to correct pronunciation and add new words to build on children's vocabulary. However, occasionally, staff do not always allow children enough time to consider the question before offering the answer to help develop their speech and language skills further.
• Staff build strong relationships with their key children. They have a good understanding of the progress children have made and what their next steps are in their individual learning journey. Staff promote children's voice well. They listen to children, allow them to make choices and carefully consider their views. For example, children make decisions and vote for which story they would like to read.
• Older children take part in both small group and large group learning. For example, children listen to stories, sing songs and learn about oral health. However, on occasions staff do not always recognise that children have different levels of concentration and sometimes these sessions take too long and children become distracted.

What the setting must and should do next

The provider should:

• encourage practitioners to give children more time to think and respond to questions, to support their thinking and language skills
• review the organisation of adult-led group times to ensure children are interested and engaged and it provides a balance to their day.