Bluebell Hill Children's Nursery

Inspection of Bluebell Hill Children's Nursery The Circus, Seaville Drive, EASTBOURNE, East Sussex BN23 6LJ

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Overall effectiveness Requires improvement

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

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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.

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The provision requires improvement

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.

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need to do better?

n 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. n 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

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need to do better?

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. n Staff supporting babies are positive role models and offer swift and gentle

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need to do better?

29 January 2025 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. n 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

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need to do better?

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. n 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

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need to do better?

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. n 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.

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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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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

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Due date

support staff to consistently help children understand behavioural expectations as they learn right from wrong 28/02/2025

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Due date

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

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Setting details

Unique reference number EY363614 Local authority East Sussex Inspection number 10382268 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 62 Number of children on roll 130 Name of registered person Chauntry Childcare Limited

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reference number

Telephone number 01323 724 017 Date of previous inspection 17 October 2019

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Information about this early years setting

Bluebell Hill Children's Nursery is one of three nurseries run by Chauntry Childcare Ltd. It opened in 2007 and is situated in Eastbourne, East Sussex. The nursery is open each weekday, from 7.30am to 6pm, for 51 weeks of the year. The setting receives nursery education funding for children aged nine months to four years. There is a staff team of 22, of whom 19 have recognised early years qualifications.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the nursery. n The manager, area manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The manager carried out a joint observation during baby room mealtime with the inspector. 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 Children communicated with the inspectors during the inspection. n Parents shared their views of the nursery with the inspector.

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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

29 January 2025 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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