Buds to Blossoms Nursery

Inclusion: Strong standard

Leaders are proactive in identifying when children may have barriers to their learning, including when children have special educational needs and/or disabilities (SEND) or are known to social care. They have a secure understanding of children's development and use this knowledge, alongside regular observations, to recognise early signs that a child may need additional support. Staff work closely with parents, gathering information and discussing children's progress to build a clear and shared understanding of each child's needs.

Leaders support staff to effectively put tailored plans in place for children. For example, children who need help with communication are supported through the use of visual cards, modelling of language and opportunities to build confidence during interactions. Staff also use targeted strategies to help children to self-regulate. They support children in the moment, encouraging them to express their feelings verbally or use picture cards to communicate their needs. Staff recognise when children need more time to process transitions and instructions and respond to this by slowing their pace and giving children the space they need to think before responding. These approaches help children feel understood and enable them to participate more fully in their learning.

Children's progress is reviewed regularly, and staff meet with parents to discuss next steps and ensure support is responsive to children's changing needs. Leaders understand when external referrals may be required and know how to make these promptly. As a result of this timely, well coordinated support, children make rapid progress from their starting points and are ready for their next steps in learning.

Curriculum and teaching: Strong standard

Leaders have a clear understanding of the setting's curriculum and ensure it is consistently implemented, particularly their approach to outdoor learning. They ensure staff know how to extend children's interests and build on what they already know and can do. This shared understanding results in a curriculum that is purposeful, ambitious and responsive to children's developmental needs.

Staff support babies effectively as they develop early motor skills, offering opportunities to use push-along toys and make marks on large sheets of paper on the floor. This learning is extended outdoors, where babies enjoy nature walks and point to things they notice. They learn new words as staff talk to them about what they see outdoors. When children are fascinated by ants, staff introduce magnifying glasses and share facts to extend their learning further. Toddlers show high levels of engagement as a result of this. Staff support pre-school children to deepen their mathematical understanding through varied counting activities that encourage them to practise their counting skills and match quantities to numbers.

Every child's needs are planned for. Staff use their observations of each individual child to ensure that their needs are supported. Children who struggle with their emotions are taught strategies that support them to manage these and express themselves. Where children are developing their speaking skills, staff encourage children to use visual prompt cards to express their needs and feelings.

High-quality teaching ensures that all children's needs are consistently met, with staff adapting their approach thoughtfully so every child can make rapid progress.

Achievement: Strong standard

Children make rapid progress from their starting points, and this development supports them to be ready for their next stage in learning. They show consistently positive attitudes to learning and are eager to join in with activities. They display curiosity as they ask questions and share their ideas. As children move through the setting, they develop increasing independence. Babies begin by drinking from beakers and are sensitively supported during mealtimes, while toddlers and pre-school children progress to using open cups, pouring their own drinks and feeding themselves confidently.

Children are fascinated by the world around them. Babies listen intently to stories about animals, responding with smiles and early vocalisations. Toddlers discuss the features of different insects and proudly share facts they know. Pre-school children use white boards to draw animals and begin to write their own names, demonstrating secure early literacy skills.

A love of books is embedded throughout the setting. Children frequently explore books independently and use them with staff to find information and deepen their understanding. Together, these achievements show that all children, including those with barriers to their learning, are exceptionally well prepared for the next stage of their learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have high expectations for all children's behaviour and attitudes, and they support staff well to apply consistent boundaries across the setting, adapting their expectations to children's varying ages and understanding. Staff use positive behaviour management strategies, such as praise, encouragement and shared thinking, to help children to understand what is expected of them. Their calm, consistent approach creates a predictable environment, where children feel extremely secure and ready to learn. Staff use fun rhymes to help children to focus, which supports children to engage in activities and learning for sustained periods.

Children consistently behave well and show positive attitudes to one another. Babies take turns using the sit in cars, supported gently by staff to wait and share. Toddlers and pre-school children play cooperatively in role-play areas, sharing their thoughts and building imaginative stories with their peers. Staff support children to understand different perspectives and guide them sensitively to resolve any minor conflicts, strengthening their social and emotional development. These skills enable children to make positive relationships and thrive in their play and learning.

Attendance and punctuality are promoted effectively. Leaders follow up on absences promptly and work closely with parents to ensure they understand the importance of regular attendance for their child's learning and development.

Children's welfare and wellbeing: Strong standard

Well established, consistent policies and procedures promote children's welfare and wellbeing extremely well. Staff complete daily risk assessments and thorough checks of the nursery grounds to ensure children's safety. They actively support children to develop an understanding of hazards, such as what to do if they come across a thorny plant, helping them learn how to keep themselves safe.

Hygiene standards are high. Leaders have clear expectations and ensure the environment is well cared for and inviting, children are offered healthy, balanced meals and are supported to make positive food choices. At snack time, they choose from a selection of fruit and are encouraged to cut or peel it themselves, promoting independence and healthy habits.

The setting's dedicated sleep room provides a calm, soothing space for rest. Soft music and twinkly lights help children to relax, and staff gently soothe them to sleep. Sleeping children are checked regularly to ensure their safety and comfort.

Staff are extremely attentive to all children's needs. They ensure that those who require a little more support receive focused attention, while maintaining strong supervision and care for the whole group. This sensitive, responsive approach ensures every child feels safe, valued and emotionally secure throughout the day.

Leadership and governance: Strong standard

Action taken by leaders has been robust and effective, ensuring that key policies and procedures are strengthened and consistently implemented across the setting. Leaders have reviewed and improved their safer recruitment processes, ensuring that they are rigorous. They have also taken decisive steps to ensure that all staff consistently follow guidance and practices at mealtimes to keep children safe. Leaders ensure that staff workload is manageable and are taking steps to improve this even further.

Leaders provide clear direction and have a strong understanding of the curriculum, particularly the setting's well-established approach to outdoor learning. Staff benefit from a comprehensive induction that clearly outlines expectations for their practice. Leaders prioritise ongoing professional development, offering regular training opportunities that strengthen staff knowledge, confidence and reflective practice. They support staff to develop their skills through regular feedback in supervision meetings, resulting in consistent, high-quality practice. Leaders are reflective and striving for continuous improvement, this attitude ensures the setting is continually evolving and adapting to the children and the team.

Leaders work closely with parents and external professionals to identify and support all children, including those with barriers to their learning. They review children's progress regularly and know how to secure further support when required. Their reflective, improvement focused approach ensures the setting remains nurturing, well organised and highly effective.