Building Blocks Nurseries

Building Blocks Nurseries

Unique reference number (URN): 2748301 Address: Branches Lane, Holbeach, Spalding, Lincolnshire, PE12 7BE Type: Childcare on non-domestic premises Registered with Ofsted: 08/08/2023 Registers: EYR, CCR Registered person: Watson, Albert Nathanial

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.2

Children's welfare and well-being Strong standard

Leaders place children's welfare and wellbeing at the centre of their work, ensuring that policies and procedures are rigorously reviewed and refined. This supports sustained practice across all rooms. For example, the shared approach by all practitioners to snack time helps children develop independence in a familiar and predictable way.

p.2

Children's welfare and well-being Strong standard

Practitioners consistently ensure that every child feels safe, valued and supported. For example, if children become upset at separation, a familiar member of staff kneels at their level, offers reassurance and engages them in play until they feel more settled. Children demonstrate positive attachments to staff during group activities. Staff respond sensitively to individual needs, including any challenges a child may face, therefore reinforcing a child's sense of belonging.

p.2

Children's welfare and well-being Strong standard

Parents have expressed full confidence in their child's key person, noting that they understand their child's routines, preferences and needs. Staff work closely with them to support their child, such as helping with weaning or toileting and managing the use of screen time.

p.2

Children's welfare and well-being Strong standard

Children actively make healthy choices and decisions for themselves, building positive habits for the future, and this is clearly embedded in the routines across all rooms. During activities such as dance, they talk about why movement is important for keeping their bodies and hearts healthy.

p.2

Achievement Expected standard

Children make encouraging progress across the areas of learning. They respond well to planned activities, showing curiosity and persistence. Their communication and language skills are being applied confidently in routines and familiar play situations, as they ask staff for help in what they are doing or point to an object they would like to hold. Children's individual starting points and specific needs on arrival are recognised, and they make progress against their next steps, allowing their achievements to be celebrated. Children move between rooms with growing confidence, showing they can manage familiar routines and continue building on what they know and can do.

p.2

Achievement Expected standard

Children are learning to value and celebrate differences, understanding that everyone is unique and important. They show growing empathy and kindness towards others, for example by including friends who may have different needs in their play, waiting patiently for others to join in and offering help when someone is finding a task difficult. These everyday interactions help them build positive relationships and develop important social and emotional skills.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children demonstrate respect and care for others, showing the impact of the setting's approach to social and emotional development. Practitioners use positive encouragement to help children develop their social skills. For example, staff guide children to take turns and use kind words, praising them when they share and negotiate. However, consistency across the setting is still developing, with some children not always receiving the support they need to manage their behaviour.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children of all ages feel secure in the setting and are seen moving from one room to the next with confidence as the routines are consistent and well established. For example, during morning circle time, each child is greeted individually by name and all staff sit with the children, joining in with the welcome song.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders demonstrate well how they value the importance of attendance and how attending regularly benefits each child's developmental progress. Leaders have clear procedures in place with all parents for informing them of a child's absence.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children are developing positive attitudes to learning and the skills to maintain attention on tasks. Practitioners support children to develop independence and self-care skills effectively, such as encouraging children to self-register when they arrive.

p.3

Curriculum and teaching Expected standard

Leaders provide a clear overview of the curriculum, explaining how it is planned, sequenced and adapted to meet the needs of children within each room through the key person and the team of staff. Next steps for each child are known by staff and updated regularly.

p.3

Curriculum and teaching Expected standard

Staff understand the curriculum intent, and practitioners have a secure understanding of child development. An understanding of how interactions can drive teaching and learning is taking shape among practitioners, although this remains an area for continued development.

p.3

Curriculum and teaching Expected standard

Staff model language effectively through their interactions with children. For example, staff describe the toy dinosaurs with the pre-school children and talk about how they are different from each other. Mathematical learning is embedded through daily routines. Toddlers talk about who has 'more' or 'less' soap when washing their hands. These opportunities help children develop confidence in using mathematical language.

p.3

Curriculum and teaching Expected standard

Leaders have a structural plan for the outdoor area, which has started with the development of the outdoor area for babies. This is having a positive impact on babies' physical strength and learning how to move around objects. The outdoor learning for toddlers and pre-school children, however, does not sufficiently meet their developmental levels and extend children's physical abilities.

p.4

Inclusion Expected standard

Leaders and staff provide a nurturing environment where all children, including those with special educational needs and/or disabilities, can develop confidence, resilience and self- belief. To help close gaps in children's learning, leaders and staff work directly with parents to put the right support in place so all children can progress.

p.4

Inclusion Expected standard

A clear step-by-step process for understanding and supporting each child's development is established. This is used to address children's needs, and leaders provide ongoing support to staff to enhance their understanding of its use and the difference it makes. While practitioners recognise the importance of identifying and responding to barriers to children's learning and/or wellbeing, the consistency of this work is still developing.

p.4

Inclusion Expected standard

Leaders review evidence about children's progress to make informed decisions on the use of additional funding, ensuring that support is purposeful. Leaders respond to recommendations from external agencies and follow these in practice to support children's targets.

p.4

Leadership and governance Expected standard

Leaders work together to uphold a clear shared vision across the setting, ensuring that staff understand and embed this in their daily practice. Through guidance, discussion and support, staff have developed their confidence and skills in ensuring that interventions are increasingly effective in supporting children's learning, development and wellbeing.

p.4

Leadership and governance Expected standard

Leaders monitor all children's outcomes, taking action to address areas for improvement, and work with external agencies to inform individual strategies where needed. Practitioners are developing their understanding of the wider support available for children with additional needs, which will strengthen the effectiveness of provision.

p.4

Leadership and governance Expected standard

Leaders provide effective supervision sessions, which provide opportunities for staff to reflect on their practice and adapt to meet children's needs. Staff report that leaders actively support their work-life balance, valuing flexibility and fostering open discussions.

p.4

Leadership and governance Expected standard

Staff are supported through regular professional development, which maintains practice and contributes to improvements. Leaders provide training opportunities for staff, which helps to improve practice and ensure that children receive appropriate support within the setting. Leaders foster positive relationships with all parents, maintaining open channels of communication. Parents engage in their children's learning and development through activities such as home learning packs and a book-lending library, which encourages learning beyond the setting. The transition to feeder schools is developing well as the skills for children's next stage of learning are addressed through ongoing communication with teachers and becoming embedded in the curriculum offered.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children enjoy coming to the setting and take part in a range of activities that support their learning and development. They settle well and show trust in the staff, knowing a cuddle is always available when needed. During circle time, staff use consistent routines that help babies feel safe and secure. They know what to expect and take part confidently. For example, babies choose an object from the basket to show which song they would like to sing.

p.5

What it's like to be a child at this setting

Each child's individual starting points are understood by staff, including any barriers to learning. They use appropriate adjustments to routines and activities to support children's next steps. Children are given meaningful opportunities to join in, build confidence and experience success at their own pace, which supports their growing independence.

p.5

What it's like to be a child at this setting

Children develop their early communication and language as well as mathematics skills through encouragement by staff to explore and try new experiences. For example, they taste new fruit at snack time, where staff talk to the children about using their sense of touch, smell and taste. Staff also ask children questions to help build new vocabulary and provide opportunities to reinforce and extend their thinking.

p.5

Inspector:

Kirstyn Moffat Children are supported to manage their feelings and behaviour, and staff provide reassurance and guidance when children need help to express themselves or resolve a small conflict. Staff offer simple explanations that help them to develop the skills to manage these situations in the future.

p.6

Inspector:

Parents receive regular updates about their child's learning, progress and development, including areas such as toileting, communication and social skills. Staff provide daily feedback, sharing observations and next steps to help parents support their child at home. Parents report that their children enjoy attending the setting, feel happy and secure and are prepared for the transition to school.

p.6

Next steps

Leaders should develop all staff's understanding of the support available for children who are disadvantaged, those with special educational needs and/or disabilities and others who may face barriers to their learning and/or wellbeing, so that the impact of this provision is strengthened further. Leaders should strengthen the outdoor learning curriculum to offer well-sequenced teaching that supports children's exploration and physical development.

p.6

About this inspection

The inspector spoke with leaders, the special educational needs and disabilities coordinator (SENDCo), practitioners, children and parents.

p.6

About this inspection

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.

p.6

About this inspection

A quality assurance visit by an additional inspector Joanne Smith was carried out at this inspection.

p.6

Address:

Branches Lane, Holbeach Spalding Lincolnshire PE12 7BE

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Watson, Albert Nathanial

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

p.8

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8