Bluebell Hill Children’s Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement On arrival, children and their parents are individually greeted by welcoming staff.

They provide comforting cuddles to those who need some additional support to get settled in. Staff check with parents about anything they might need to know to support children throughout the day. Generally, children are happy and are quick to explore a range of activities and resources.

However, the curriculum is variable and inconsistent. This is because leaders have not made sure all staff have a clear understanding of how to plan and implement an age-appropriate, personalised educational programme. In addition, the curriculum does not ...precisely identify the individual learning needs of all children based on what they already know, remember and can do.

At times, this directly impacts some children's attitudes to learning and they wander between activities.Despite this, children have good opportunities to develop their communication and language skills. For instance, babies are exposed to purposefully modelled language alongside learning Makaton to aid their early communication.

Staff are interactive in their expressions and gestures, which babies gravitate to. Older children's vocabulary is enriched by back-and-forth conversations as they are exposed to new words to broaden their vocabulary and have opportunities to share their own thoughts and ideas. This supports children to become confident communicators.

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

Leaders recognise the strengths and weaknesses of the nursery. They have future plans in place, including a complete overhaul of the current curriculum. They have a clear vision to raise the quality of care and education for all children, and they remain committed to drive future improvement.

However, changes in staffing have had a direct impact on the quality of learning experiences some young children currently receive, and proposed plans have not yet been implemented.Babies and pre-school children engage well in a variety of activities. Many of these are thoughtfully planned and provide these children with opportunities to further extend and support their ongoing and individual stages of learning.

However, this is not consistent throughout the nursery. Leaders recognise not all staff understand the curriculum in place or how to successfully deliver it. Despite this, leaders have not taken prompt action to ensure all staff are clear on how to plan appropriately for children.

For instance, planned activities are not appropriate for the needs of the current cohort of children within the toddler room. In addition, activities do not align with the priorities for this age group, to help the youngest children develop their core knowledge and skills.Staff supporting babies are positive role models and offer swift and gentle support as babies begin to learn expected behaviours.

However, leaders have not taken steps to ensure all staff effectively support children's behaviour. As such, some children receive inconsistent messages about behaviour. This does not support these children to develop a clear understanding as they learn right from wrong.

Children who are identified as struggling to regulate their own emotions do not always receive the support they need to understand their own feelings. Consequently, children's behaviour is not always good, and this impacts directly on their emotional well-being.Although staff supervision arrangements are in place, these are not fully effective.

Staff that are newer to role and in rooms where weaknesses have been identified do not receive robust supervision sessions to ensure the highest quality of education and care is provided. As such, some staff are not suitably supported to continually improve their own personal effectiveness in their roles, including their key-person responsibilities. In addition, prompt action is not taken to address the weaknesses identified to improve the outcomes for children swiftly.

Consequently, the experience children receive is variable.Children have lots of opportunities to build on their physical skills. Babies manoeuvre their whole bodies as they safely explore physical soft-play equipment.

When they are ready, they cruise around furniture in a thoughtfully planned environment. Older children have ample opportunities to explore the outdoor space as they freely access the many garden areas. They build their core muscle skills as they run and balance.

Children delight as they jump and splash in puddles. Furthermore, staff provide opportunities for children to develop their small muscles and dexterity. For example, babies explore making play dough to manipulate and strengthen their small hand muscles.

Pre-school children successfully begin to form letters of personal significance as they develop early writing skills.Leaders and staff recognise the importance of positive and effective parental partnership. They have a variety of methods in place to ensure parents are kept up to date regarding their children's day and their ongoing progress.

Staff consider how children's learning can be further supported at home. For instance, they provide a lending library to support children's early love of books at home. They also provide a variety of resources to share and support families and children's first experiences, such as toilet training, a new baby at home or visits to the dentist.

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 improve all staff's understanding of how to plan and implement an age appropriate, ambitious curriculum that is tailored to the individual needs of all children 28/02/2025 support staff to consistently help children understand behavioural expectations as they learn right from wrong 28/02/2025 ensure staff supervision arrangements effectively provide the support, coaching, and training required to address issues as they arise and continually improve all staffs' personal effectiveness.

28/02/2025