Blooming Kids

Inspection of Blooming Kids Blooming Kids, The Wellington Centre, Winchester Road, Andover SP10 2EG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Friendly staff greet children when they arrive at the setting. This makes children feel welcome and gives them a sense of belonging. Staff are caring and sensitively soothe the youngest children. They ensure that they are available to meet their emotional needs, and the children go to them for comfort.

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The provision is good

Staff respect and value the children as individuals. They encourage children to be helpful to each other and generously praise their positive behaviour. This creates an environment of respect. Children are polite and demonstrate friendly behaviour towards each other. For instance, staff ask children to put their shoes on before they go outside. Children notice when their friends need help to do this. They offer support and help their friends to put their shoes on their feet. When praised for this by staff, they show a sense of pride in their kind behaviour.

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The provision is good

Staff ensure the children have daily access to the garden. They set the garden up with a range of activities that support children's learning in all areas. Children love being outdoors in the fresh air and move around with pleasure and confidence. With meaningful interactions from staff, the children are encouraged to be imaginative during their play. For example, children pretend to sell ice creams to each other. Staff share their enthusiasm and pretend to hold and lick the ice creams. They encourage back-and-forth interactions about what their favourite ice cream is. Children engage in make-believe play by pretending, and their communication and language skills are supported well.

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need to do better?

n The curriculum is well considered to support children in specific areas that need to be addressed at that time. This means children progress in line with their abilities and move forward in their development. Staff plan activities that are centred around the children's interests and that support the curriculum intent. Children become active in their learning; they show curiosity and find out by exploring. n Children with special educational needs and/or disabilities (SEND) are supported well. The special educational needs coordinator (SENCo) and staff know the children well and know how best to support them. They work together with parents and devise tailored plans to support the children's individual needs. Furthermore, activities are planned and adapted, where necessary, to ensure that all children are included. This means children with SEND make good progress in their learning. n Children follow routine hygiene practices. They wash their hands before meals

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need to do better?

and after using the toilet. Some children cover their mouths when coughing and use tissues to wipe their noses independently. However, not all staff are

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need to do better?

27 September 2023 consistent when reinforcing self-care skills. Therefore, hygiene performance and practices are not fully promoted for children. This does not support children's understanding of what keeps them healthy and well. n Children are active in their learning and enthusiastic about joining in with activities. For example, they become engrossed when exploring what happens when they mix different ingredients together to make 'puffy paint'. Staff support the children's learning and ask them thought-provoking questions. However, at times, staff do not give children enough time to respond and develop ideas for themselves. This does not fully support and challenge their thinking skills further. n Managers are committed to continually improving the setting for staff, children and their families. Staff supervision is regular, and they express that they feel well supported. Staff have opportunities to enhance their learning and develop

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need to do better?

their skills by attending training. Managers ensure that staff well-being is a priority, and they seek to continually strengthen the workforce. This creates a culture of mutual respect and teamwork, and it positively impacts on the care and education that the children receive. n Managers and staff complete daily risk assessment checks in the indoor and outdoor environment. They encourage children to notice and identify risks for themselves. For example, children delight when making towers using large wooden blocks. Staff discuss the risks with children when sitting on the floor around the tall towers. They decide to stand up when building the tower to ensure they can quickly move out of the way if it falls. This gives children healthy foundations for risk assessment and problem-solving. n Parents are complimentary about staff. They express that they feel that staff know their children well and support their care and education effectively. Strong

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need to do better?

parent partnership helps children make good progress in their learning and transition well between home and the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers have systems in place to ensure that staff fully understand their roles and responsibilities to protect children's well-being and keep them safe. Staff have demonstrated that they would act accordingly to safeguard concerns in line with their policy and procedure. They are vigilant for signs and indicators that could suggest a child is suffering from harm, and they would report these without delay. Staff can clearly explain the fire evacuation procedure to ensure children and staff exit the building as safely and swiftly as possible. Keeping children safe from harm is of the utmost importance to the managers and staff.

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should:

27 September 2023 n support staff to develop a more consistent approach to helping children learn about and follow good hygiene processes, to further improve their self-care skills n strengthen staff's skills in recognising when children need more time to process information and develop ideas for themselves.

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Setting details

Unique reference number EY554032 Local authority Hampshire Inspection number 10284903 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 22 Number of children on roll 37 Name of registered person Blooming Kids Ltd

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reference number

Telephone number 07816617627 Date of previous inspection 28 October 2021

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Information about this early years setting

Blooming Kids is located within the Wellington centre, in Andover, Hampshire. The nursery is open Monday to Friday, from 8am until 6pm, throughout the year. There are eight staff employed to work with the children, five of whom hold early years qualifications at least at level 3. The nursery receives funding for the provision of free early years education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager, manager and inspector completed a learning walk of all areas of the nursery and discussed the early years curriculum. n The SENCo spoke to the inspector about how they support children with SEND. n The inspector observed the interactions between staff and children.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

27 September 2023 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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