Little Blossoms Harmanswater

Inspection of Little Blossoms Harmanswater Little Blossoms The Parks, 8-10 Nicholson Park, BRACKNELL, Berkshire RG12 9QN

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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 have a strong sense of belonging in the setting. They develop reassurance and confidence, such as through the relationships they gain with familiar staff. Staff effectively observe children's interactions and invite them into different play experiences. This helps to encourage children to try new activities for the first time. Children are eager to learn. They show intrigue and curiosity, wanting to know more. They openly question other children's play and help model learning for younger children. For example, staff encourage older children to use a book to identify insects and bugs in the garden. They enthusiastically invite younger children into the hunt and tell them each insect's name.

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The provision is good

Children develop good levels of independence. For example, staff talk children through handwashing before snack and after toileting, helping them to manage the soap pump themselves. Children develop positive relationships with their friends and staff. Staff encourage children to share and join in group activities to support their understanding of cooperative play. Children learn to share their time with staff and exchange ideas as to how to extend their play. For example, children excitedly tell staff and their friends about the bugs that they have found.

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need to do better?

n Staff engage and interact positively with all children. They understand children's interest and preferences in their play. They provide a wide range of play experiences, both inside and outside. They encourage children to transport resources to extend their learning. For example, children take their interest in pirate ships inside to create their own. n Staff effectively adapt activities that children experience, according to their stages of development. They change the style of questioning to support children's thinking. However, staff do not always successfully use the information from parents to fully support individual children's ongoing learning. For example, staff do not always use children's social experiences and the language they speak at home to further influence the planning of play experiences for children. n Staff promote children's communication particularly well. They use varied skills

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need to do better?

to help children to feel confident to communicate their needs. Younger children use gestures and signs to show their preferences for play, food and friends. Staff quickly recognise this and adapt their interactions to support this well. Staff extend the questions to support more confident communicators. This helps these children to increase their vocabulary and to safely express their emotions during their play. n Children with special educational needs and/or disabilities (SEND) are supported particularly well. Every small achievement that children make is celebrated and shared. Staff work with parents and other professionals to provide continuous

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need to do better?

17 July 2024 support to help children to make progress in their learning. They take time and careful consideration to plan for and provide effective experiences. This helps to increase children's awareness of others and their communication skills. n Parents have access to a variety of information to find out about their children's experiences in the setting. Staff use face-to-face conversations and invitations to play days and coffee mornings. Parents are eager to attend, to find out more about children's play. However, not all parents receive the same high level of support as to how to further help their children to learn at home. n Staff provide children with privacy and promote their understanding of respect. For example, they use gestures and discussions to help children understand the need for nappy changing and take time to talk to them. This makes this part of personal care a positive experience and further supports effective relationships.

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need to do better?

n Staff have a positive attitude to developing their practice. They access core training courses and the manager supports them effectively to pursue their interests, especially practices linked to the needs of the group of children attending. For example, staff attend training to promote children's positive behaviour. This helps children to understand the expectations and boundaries in their play. n Children are excited to move on to school. They look forward to meeting new friends and their teachers, sharing their experiences of visiting their schools with their peers. Staff help children to manage these changes through confident discussions, introducing positive experiences and developing children's independence.

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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 use initial information from parents about all children more effectively, to fully meet children's ongoing needs n extend the support for how all parents can further support their children's learning at home.

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Setting details

Unique reference number EY538240 Local authority Bracknell Forest Inspection number 10351058 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 70 Number of children on roll 66 Name of registered person Little Blossom's Childcare Limited

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reference number

Telephone number 07754807784 Date of previous inspection 2 October 2018

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Information about this early years setting

Little Blossoms Harmanswater registered in 2016. The setting opens Monday to Friday, during school term times, from 8.30am to 3.30pm. It receives funding for free early years education for children aged two, three and four years. There are currently eight members of staff working with the children, one of whom holds appropriate qualifications at level 6 and five at level 3.

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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 senior manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at the setting. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector spoke to several parents during the inspection and took account of their views.

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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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Inspection activities

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Inspection activities

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