Building Blocks Day Nurseries

Inspection of Building Blocks Day Nurseries 12, Haverfield Road, Spalding, Lincolnshire PE11 2XP

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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 Not applicable

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The provision is good

Older children learn how to use knives safety, such as when they cut fruit for snack time. Staff support children to understand why they cut the fruit into small pieces. Children say that they do this so the fruit does not get stuck in their throat. This helps children to learn how to promote their own safety around food.

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The provision is good

Children are given the responsibility of keeping the environment tidy. When staff ask younger children to help, they show excitement in her voice and give children a count down to complete the task. This encourages children to act quickly and to tidy away toys as fast as they can. Children with special educational needs and/or disabilities (SEND) are supported to regulate their emotions. For instance, staff give them small toys to hold when routines change during the day. This helps children to be calm, such as at snack times.

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The provision is good

Children have experiences to be physically active. Staff skilfully challenge children's abilities. For example, when young children begin to climb steps on equipment easily, staff hold their hands and support their balance to walk backwards. Furthermore, when older children play games with their peers, they use the strength in their legs as they jump from one object to another without putting their feet on the floor.

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need to do better?

n Staff are quick to put early intervention in place to help close any gaps in children's learning. This includes staff providing one-to-one time with children to follow their interests and support their individual needs. This is successful in helping children to make good progress from their starting points in learning. n Children with SEND are supported very well. Staff work in partnership with parents and other professionals. They identify and implement specific targets to support children's individual needs. Staff put in place individual plans in preparation for when children go to school, helping to provide consistency in meeting their needs when they move on. n Mealtimes are sociable occasions. Staff provide children with a range of nutritious meals and snacks. They sit with the children during this time and talk to them. Staff help children to understand the benefits of the nutritious foods on

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need to do better?

their bodies, such as to eat vegetables to make them big and strong. n Additional funding that some children receive is used effectively to support their individual needs. This includes providing additional staff to spend time with children to help close gaps in their learning. Additionally, sensory equipment is purchased to support children's emotional well-being. n Staff know the children well. They complete observations and assessments to help identify what children need to learn next. However, sometimes, when staff

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need to do better?

14 August 2025 want children to join in activities to help develop their speaking skills, such as singing, staff do not remove barriers in children's mouths, so they can join in, such as dummies. At other times, staff do not help children to understand how to pronounce some words correctly. n Staff say that they feel supported with their practice and well-being. They are encouraged to incorporate their own talents and interests to support children's learning, such as dance and music. For example, when children show an interest in dinosaurs and like to be physically active, staff play action songs that encourages children to stomp like a dinosaur. n Overall, partnerships with parents are effective. Staff share information with parents about their children's daily activities and care routines. This helps to keep parents informed about their children's day. However, staff do not encourage parents to help children develop a love of books and reading at home

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need to do better?

to help develop their learning further. n Staff help children to understand how to show positive behaviour. For instance, staff clap their hands to reward very young children's achievements. Younger children are supported to take turns to wash their hands after messy play activities. Older children are identified as being a 'preschool helper'. This gives them the responsibility of helping to clean tables and to show their peers how to sit properly at circle time.

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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 support staff to build on children's speaking skills n strengthen partnership working with parents and encourage them to help their children to develop a love of books and reading at home.

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Setting details

Unique reference number 2728978 Local authority Lincolnshire Inspection number 10415306 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 103 Number of children on roll 158 Name of registered person Watson, Albert Nathanial

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reference number

Telephone number 01775 660 554 Date of previous inspection Not applicable

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Information about this early years setting

Building Blocks Day Nurseries registered in 2023 and is situated in Spalding, Lincolnshire. The nursery employs 20 members of childcare staff. Of whom, five hold appropriate early years qualifications at level 2, eight at level 3, one with qualified teacher status and the manager who holds early years teacher status. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education for children aged from nine months upwards.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed how staff implement the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the manager, the operations manager and the provider. She reviewed relevant documentation and evidence of the suitability of staff working in the nursery. n Parents shared their views about 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

14 August 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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