Blossoms Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Since the last inspection there have been several improvements made.

Leaders and managers have worked hard to drive the required improvements within the nursery. Staff have a clear understanding of what they want children to learn. They plan a relevant curriculum that meets the individual needs of the children.

As a result, all children, including those with special educational needs and/or disabilities (SEND) are making good progress in their learning. Staff are kind and caring and give children the cuddles and reassurance they need. This helps children to be confident, happy, and settled in the care of the staff.
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Staff implement appropriate behaviour management strategies that support children to learn how to behave. Children play cooperatively together sharing and taking turns with toys and resources. Children are engaged in their play and are motivated learners.

Pre-school children enjoy listening to well-read stories. Staff encourage them to join in with familiar phrases to help build on their speaking skills. Toddler children use their imaginations as they make pretend 'potions' using oats, rice, herbs, and flowers.

Babies squeal with delight as staff play 'peek a boo' with them. Children enjoy the time they spend at this welcoming and friendly nursery.

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

Staff provide a broad and balanced curriculum that helps support children to make good progress in their learning.

Staff know children well. They assess children's progress regularly and use this information to plan for children's next steps in learning. However, staff do not always allow children enough time to think and respond to questions they are asked.

This means at times, children are not able to express their thoughts and ideas and build on their understanding.The support for children with SEND is good. Staff identify possible gaps in children's learning at the earliest opportunity.

The special educational needs coordinator liaises well with other professionals to ensure children get the help they need. They work closely with parents to help narrow any gaps in children's learning.Children's communication and language skills are promoted well.

Staff engage children in meaningful conversations and discussions. Children are confident communicators who readily chat to staff and visitors about their experiences, likes and dislikes.Staff provide a range of opportunities for children to practise their physical skills in readiness for early writing.

For example, babies manipulate dough using their hands, older children learn to make marks with pencils and learn how to safely use scissors to cut out shapes.Staff teach children to develop their independence by taking care of some of their own self-care needs. For example, older children confidently manage their own toileting needs.

They help to serve themselves meals and drinks and tidy away afterwards. However, some staff complete simple tasks for children that they can do themselves, such as putting on and zipping up their coats before going outside to play. This does not fully promote children's self-care skills.

Staff ensure mealtimes are social occasions. Children sit in small groups and staff teach children how to use cutlery. They supervise children well to ensure their safety while eating.

Staff support children's lively conversations, reminding them to take turns and listen to their friends. They discuss healthy eating and why it is important to eat vegetables. Children are developing an understanding of the importance of leading healthy lifestyles, and they behave well.

Parents express their complete satisfaction with the staff. They comment how much their children enjoy attending. They value the support they receive from staff.

Parents say that would recommend the nursery to others.Staff are offered appropriate support and ongoing training. This helps them to build on their knowledge and skills and improve the outcomes for children.

Staff express how valued and supported they feel in their roles. Leaders and managers are aware of the need to support staff's overall well-being. This helps to build a happy and effective staff team.

Safeguarding

The arrangements for safeguarding are effective.Leaders and managers have made significant improvements since the last inspection. They have ensured staff have received training to help them to understand their roles and responsibilities to keep children safe.

Staff have a good understanding of the procedures to follow to report concerns about children's welfare. They ensure children are supervised well at all times. The required staff to child ratios are maintained to ensure children's safety.

Staff maintain a safe environment for children. Leaders and managers ensure that only authorised persons are able to gain entry to the nursery.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nallow children time to think and respond to the questions they are asked nencourage children to complete tasks they are capable of doing to further develop their independence.