Apple Blossom Day Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The manager has not ensured that at least one member of staff on site holds valid paediatric first-aid training at all times, as required. However, staff know how to administer appropriate first-aid treatment to children and the manager has now made arrangements for staff to complete the necessary training.The manager and some staff do not manage children's behaviour appropriately or effectively.

They do not help children to understand the rules and to learn to recognise and manage their feelings. This impacts the children's personal, social and emotional development. Children are familiar with the daily routines, settle quickly t...o an activity when they arrive and are keen to help staff to pack away the toys.

Overall, the manager and staff plan and provide a broad and stimulating curriculum for children. Babies and toddlers develop a love of books. They hurry over to staff excitedly when staff begin to read and they look at the pictures with fascination.

Pre-school children are confident and imaginative, such as pretending to make and serve different flavours of ice-cream. However, although children who require extra help with their speech make some progress, staff do not consider how to provide more tailored support for these children, including by working with other professionals.

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

The manager has a weak understanding of the first-aid requirements.

As a result, they were unaware that no staff have held valid first-aid training for several months. This is a breach of the requirements.The manager and some staff do not use appropriate strategies to help children to understand the expectations for their behaviour and to learn the consequences of their actions.

For example, staff often tell children 'no' or to stop what they are doing without explaining why their behaviour is inappropriate, and tell children they will have to take a time out if they do not apologise to each other. Children are not supported to think about their own and other people's feelings and to consider what they could do differently next time.Key persons get to know the children well and assess their learning and development accurately.

Staff plan experiences that interest and engage the children and help them to develop a positive attitude to learning. Babies and toddlers explore different textures using their senses and learn to recognise colours. Pre-school children count and recognise numbers.

At times, staff do not challenge the older and more able children as fully as they could, to extend their learning further.Staff model language for children to teach them a broad vocabulary. For example, they talk to toddlers about 'hot' and 'cold' and help pre-school children to learn the names of vegetables.

However, staff do not plan or provide additional support for children who require extra help and attention with their speech. These children do not receive good support consistently to help them learn to express themselves clearly and confidently.Parents provide positive feedback about their children's enjoyment of attending the nursery and of the manager and staff's care for the children.

Staff share information with the parents about what their children will be learning next. However, the manager does not work in partnership with other settings that children attend, to help other professionals to get to know children quickly and to promote consistency in their care and learning.Staff are welcoming, friendly and playful, which helps children to feel contented at the nursery and to engage in their play.

Staff are sensitive to children's care needs and take account of the children's wishes. For example, they recognise when some toddlers do not feel comfortable using their feet to explore a messy play activity, so encourage these children to use their hands instead, which they enjoy.Children are confident to try things for themselves and to manage their self-care needs independently.

Pre-school children ask for help when needed and proudly call out to staff 'I did it!' when they persevere and succeed in putting on their coat and boots to play outside.The manager and staff have a secure knowledge of safeguarding and understand how to raise concerns appropriately to protect children from harm.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure at least one member of staff on site holds valid paediatric first-aid training at all times 12/04/2024 ensure all staff use appropriate strategies to manage children's behaviour consistently and effectively, to support children's personal, social and emotional development 12/04/2024 improve the support for children who need extra help with their speech, to extend their communication and language development.12/04/2024 To further improve the quality of the early years provision, the provider should: develop the planning for the older and more able children to provide more challenge and extend their learning further nestablish links with other settings that children attend to promote consistency and continuity in their care and learning.