Blossoms Day Nursery

Inspection of Blossoms Day Nursery 3-5 Stoneygate Road, Stoneygate, Leicester, Leicestershire LE2 2AB

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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 settled at this welcoming and friendly nursery. Staff happily greet the children on arrival. Children confidently separate from their parents and eagerly settle to their chosen play with their friends. The staff are good role models, and the children behave well. Staff use a consistent, calm and gentle tone with each other and the children. This fosters respectful relationships. Staff have high expectations and encourage children to listen to each other, share and take turns.

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The provision is good

There is a clear focus on supporting children's communication and language development. Staff surround the children with language as they play and in their day-to-day routines. The sound of singing echoes throughout the nursery and staff sing at every opportunity. Babies learn simple musical rhymes. They laugh and join in with the actions that accompany the rhymes. Older children select their favourite songs from a selection of song cards. They confidently sing the words and do the actions. Books are an integral part of the nursery's curriculum and are available for children to access independently in the environment. Staff sit with children to read together. They use animation and expression in their voices, which supports children to develop a love for reading from an early age.

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need to do better?

n Leaders and staff have a robust settling-in procedure for children. They gather relevant information, such as children's interests and care needs. Staff know the children well and can talk about where they are in their development. Staff use this information to plan for the next steps in children's learning to support them to make progress from their starting points. n The management team show the highest regard for staff, ensuring they feel genuinely appreciated. The manager has completed training to support mental health and makes sure that staff well-being is a priority. Staff have regular supervisions and meetings to support each other and share ideas. This helps them in fulfilling their roles and developing their practice. n Staff implement a broad curriculum, which is designed to provide children with a range of experiences to support their development. Staff have a good understanding of what they want children to learn. However, some activities for

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need to do better?

older children are overly adult led. They do not have as many opportunities as the younger children to engage in self-initiated activities to enable them to develop their own ideas and follow their own interests in play. n Children with special educational needs and/ or disabilities (SEND) are well supported. They form close bonds with their key person and leaders ensure they receive the appropriate support from outside agencies. As a result, children with SEND make good progress.

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need to do better?

21 August 2024 n Staff give children many opportunities to develop their physical skills. For example, they place furniture purposefully for babies to have places to pull themselves up to standing and to cruise around. Staff support younger children to use the pedals on the tricycles and older children negotiate space well as they ride bicycles. This helps them build their large-muscle strength. n Staff interact positively with children and engage in conversations at mealtimes and in group activities. However, occasionally, staff do not encourage the quieter children to contribute and join in. More confident children capture staff's attention. This means that quieter children do not always get the chance to have their voices heard. n Staff celebrate the diversity in the setting. For example, they plan opportunities for children to explore a range of multicultural festivals throughout the year and learn about one another's cultural background. This helps children to develop an

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need to do better?

understanding and appreciation of equality and diversity. n Children enjoy opportunities to socialise and explore in the wider community. For instance, they regularly visit a local care home to share stories and take part in creative activities with the residents. These positive experiences encourage intergenerational learning. n Parents speak highly of the nursery. They comment on the warm and nurturing relationships between staff and children. Parents receive regular updates on their children's development and attend parent evenings to update them on their children's achievements. They say the nursery is an extension of their own family.

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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 strengthen the support for quieter children to allow them to respond in group activities and discussions to build on their confidence and to enable them to contribute to conversations n develop strategies for staff to ensure children have time to lead their own play to help them develop their own ideas and build on their own interests.

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Setting details

Unique reference number 226963 Local authority Leicester Inspection number 10351828 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 125 Number of children on roll 162 Name of registered person Blossoms Limited

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reference number

Telephone number 0116 2448600 Date of previous inspection 22 October 2018

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Information about this early years setting

Blossoms Day Nursery registered in 2000. The nursery employs 32 members of childcare staff. Of these, five hold an appropriate early years qualification at level 2, nineteen hold a qualification at level 3, two hold a qualification at level 6 and one holds qualified teacher status. The nursery opens from Monday to Friday, all year round. Sessions are from 8am until 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. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The leaders joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 carried out a joint observation of an activity with the manager. n Parents shared their views of the setting with the inspector.

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Inspection activities

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

21 August 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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