Buds To Blossoms Day Nursery

Inspection of Buds To Blossoms Day Nursery St. Bernards Church, 17 Mandeville Road, NORTHOLT, Middlesex UB5 5HE

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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

Children are happy and confident at the setting. Practitioners support this by greeting them warmly on arrival. This ensures that all children feel welcomed. Children eagerly and independently self-select the activity that they would like to join in with. Practitioners are engaging and interactive. They smile and laugh as they share experiences. Children and practitioners happily engage in a variety of different learning opportunities together. For example, they spend time mark making on large rolls of paper, cutting a selection of different fruits and vegetables and playing in the sand tray.

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The provision is good

Practitioners provide positive learning experiences. This supports children to make progress within all areas of their development. Children show that they are passionate about learning. They spend extended periods of time engaging in the opportunities that are available to them. If needed, practitioners will prompt children to remain focused. They do this by using children's names to regain their attention. This supports all children to participate in a selection of activities. Practitioners encourage children to take time to rest and reflect. For example, practitioners suggest children take some deep breaths and relax after the busy morning period and reflect on the sounds that they can hear. Practitioners encourage kindness and praise children when they independently share with others.

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need to do better?

n Children developing their independent skills is a focus at the setting. The manager is passionate about preparing children for the next stage of their educational journey. Practitioners offer plenty of opportunities for children to develop these skills. For example, children take turns to pick a coloured mat during circle time. Children navigate mealtimes with very little adult help. They open lunch bags by themselves and pour their own drinks. n Practitioners encourage children to take an active role in cleaning up the environment. Children help to clear up the sand that spills on the floor. They also wash the walls after painting. Children enjoy the responsibility of keeping the environment clean. This teaches them to respect and care for their surroundings. n Mealtimes are a social experience for children. Practitioners speak to children about the different fruits that they are eating. They explain how this gives them

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need to do better?

energy to help them run and play. Children engage well and explain how energy helps them to grow. This helps children to understand healthy practices. n Children have plenty of opportunities to develop their physical skills. In the garden they enjoy throwing hoops over cones. This helps with their hand/eye coordination. Staff extend this activity for children by adding bean bags. Children

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need to do better?

17 July 2024 also play with bats and balls and on the bikes and slide. n Children have opportunities to recall past experiences. They spend time exploring the pretend animals. Practitioners talk to children about the butterflies that they recently had at the setting. They spend time speaking about how the butterflies use their wings to fly. This helps children to develop their recall skills and embed their learning about the natural world around them. n Overall, communication development is good within the setting. Practitioners spend time conversing with children about different topics. However, on some occasions communication is not extended. This does not always allow for conversations to be developed and explored. n Children show a keen interest in mark making. They spend long periods of time drawing different images. This develops their creative skills. n The manager is reflective, she evaluates the setting and reflects upon practice

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need to do better?

effectively. She has a good understanding of the setting's strengths, as well as areas which she would like to improve upon. The manager will source appropriate training opportunities to further improve practice. Practitioners express how they feel supported within their roles. n The setting is inclusive to all children. Staff support children with special educational needs and/or disabilities by creating individual targets. Practitioners work with children towards these targets to ensure that all children develop to their full potential. The setting is in receipt of additional funding. They have used this to provide opportunities which support individual children. n Parents express positive views of the setting. They share that their children are happy. Parents are happy with the flexible approach that the setting has with regards to ensuring children feel settled.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n further develop teaching approaches, to extend and develop communication to an even higher level.

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Setting details

Unique reference number EY428346 Local authority Ealing Inspection number 10351782 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 30 Number of children on roll 41 Name of registered person Buds to Blossoms Ltd

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reference number

Telephone number 07884 182 777 0208 8334948 Date of previous inspection 16 October 2018

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Information about this early years setting

Buds to Blossom Montessori Day Nursery registered in 2011. It is located in Northolt, in the London Borough of Ealing. The nursery employs five practitioners. Of these, three hold early years qualifications at level 3. The nursery follows the Montessori approach and traditional teaching methods. The nursery is open from Monday to Friday for 51 weeks of the year. Sessions are from 8am to 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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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 manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke with the nominated individual and manager about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke to several parents during the inspection and took account of

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Inspection activities

their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

17 July 2024 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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